2026/06/01 by Heng Jiang (蒋衡), Saminathan s/o Moghan · 1 voice
Social Sciences · #Student Assessment and Feedback #Reflective Practices in Education #Teacher Education and Assessments
paper · doi:10.1177/20965311261450992
openalex publication_date 2026/06/01 · openalex created_date 2026/06/05 · openalex updated_date 2026/06/07
Purpose This study examines the development and application of the Classroom Assessment Informed Reflection Ladder (CAIRL) method to facilitate teacher reflection on classroom assessment practices, thereby fostering their professional learning. Design/Approach/Method To illustrate the use of CAIRL, we conducted a case study involving four rounds of lesson observations and post-lesson semi-structured interviews with an English language teacher at a primary school in Singapore. The data were analyzed based on three components of the laddering method—purpose, intention, and process—to identify the patterns and changes in the teacher's reflection. Findings Our study shows that the teacher initially adhered to a rigid teaching procedure, prioritizing the coverage of prescribed content and exam preparation. Through the CAIRL method, discussions were fostered between the teacher and the researcher about student learning in relation to the teacher's beliefs. This led the teacher to adapt his teaching, using students’ learning evidence as feedback to inform his subsequent teaching practices. Originality/Value This paper presented an in-depth inquiry into the role of classroom assessment in shaping a teacher's reflection and developed a CAIRL approach to facilitate this purpose. The findings of this study lay the groundwork for our understanding of the dynamic integration of classroom assessment and reflection as a means for in-service teacher professional learning.