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Papers by Yun-Yee Cheong

Assessment in Education: Principles, Policy & Practice, 2017

Journal of Multilingual Theories and Practices, 2021

This qualitative validation study investigates the characteristics and needs of adolescent test-t... more This qualitative validation study investigates the characteristics and needs of adolescent test-takers sitting the reading paper of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1160). Specifically, evidence gathered through semi-structured interview and document analysis was organised around the following three issues: adolescence and adolescent literacy; reading motivation, interests and authenticity; and new technologies and reading literacy. Findings from the analysis suggest that Singaporean adolescents are generally becoming less motivated to read extensively in the Chinese language, seemingly the direct result of digital technologies and heavy homework loads. It also appeared that motivation to read is connected to the relevance and appeal of texts available as well as the perceived value of reading in securing better education and job opportunities. Another pattern illustrated by the study was that the internet is t...

Education in the Asia-Pacific region, 2022

Journal of Multilingual Theories and Practices, 2021

This qualitative validation study investigates the characteristics and needs of adolescent test-t... more This qualitative validation study investigates the characteristics and needs of adolescent test-takers sitting the reading paper of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1160). Specifically, evidence gathered through semi-structured interview and document analysis was organised around the following three issues: adolescence and adolescent literacy; reading motivation, interests and authenticity; and new technologies and reading literacy. Findings from the analysis suggest that Singaporean adolescents are generally becoming less motivated to read extensively in the Chinese language, seemingly the direct result of digital technologies and heavy homework loads. It also appeared that motivation to read is connected to the relevance and appeal of texts available as well as the perceived value of reading in securing better education and job opportunities. Another pattern illustrated by the study was that the internet is the defining technology for literacy and learning for Singaporean adolescents. Whilst evidence suggested that the GCE 1160 reading examination is designed with adequate knowledge of adolescence and adolescent literacy, several threats to validity were identified, including the relatively low appeal of the passages to test-takers, and their relevance, authenticity and sensitivity to new technologies and reading literacy. Drawing on a socio-cognitive validation framework, the study analyses these threats to validity and outlines practical directions whereby policy-makers and test designers might develop the reading examination.

Journal of Chinese Language Education, 2019

This paper offers an analysis of Singapore’s Chinese language education and assessment policy. Th... more This paper offers an analysis of Singapore’s Chinese language education and assessment policy. The paper is comprised of four sections. The first section outlines the structure of the paper which is followed in the second section by a general overview of Singapore’s current education and examination system. The third section, which focuses on Chinese language education and assessment in Singapore, traces briefly the historical trajectory leading to the implementation of Singapore’s bilingual policy. This section also examines the limitations of the current bilingual policy which, it is argued, entails an over-simplified reconceptualization of the state’s internally heterogeneous Chinese population as a community with one “mother tongue” paired with a single culture and set of values. The concept of “mother tongue” in the Singaporean context is problematic as it undermines the legitimacy of the bilingual policy. Further, Singapore’s bilingual policy has been accepted by the general public without critical engagement with the key issue of bilingualism itself. This paper also discusses how the underlying premise of Singapore’s bilingual policy, namely that English and Chinese assume sharply different roles in society, has broken down rapidly in recent years. These limitations, as the fourth section maintains, have implications for how the Chinese language is perceived, taught and examined in Singapore.

Keywords: bilingual policy, Chinese language education and assessment policy, language testing and assessment in Singapore, mother tongue, Singapore’s education and examination system

Assessment in education: Principles, Policy & Practice, 2018

Assessment in Singapore: perspectives for classroom practice, edited by Poh-Guan Toh and See-Chen... more Assessment in Singapore: perspectives for classroom practice, edited by
Poh-Guan Toh and See-Cheng Leong, Singapore, Singapore Examinations and Assessment Board, 2014, 130 pp., S$32 (hardcover), ISBN 978-981-07-8998-5

Thesis Chapters by Yun-Yee Cheong

University College London, 2018

This mixed methods study critically reviews how the Singapore-Cambridge General Certificate of Ed... more This mixed methods study critically reviews how the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1162) examines second language reading. The main research question asks, ‘To what degree have the intended measurement objectives of the GCE 1162 reading examination been achieved?’ Four sub research questions address issues of specifications and administration, test-taker characteristics, cognitive parameters and contextual parameters.

Resources drawn on include Singapore Ministry of Education and Singapore Examinations and Assessment Board documents, specifically, examination information booklets, syllabuses, committee reports and annual reviews. Subject matter experts were appointed to analyse the reading comprehension passages and test items from 22 sets of GCE 1162 reading examination papers from 2006 to 2016. Semi-structured interviews were carried out with 22 stakeholders involved in coordination, test design, item construction, marking and reviewing. The interviewees included members of an elite policy group with privileged access to test specifications and procedures. Further interviews were carried out with secondary school Chinese language teachers and students, whose perspectives are seldom considered in validation processes. Opinions were also sought from experts in the field of Chinese as a second language, reading and assessment.

The study begins with an account of the concepts of validity and reading constructs. Chapter 2 discusses the Singapore education and examination system, foregrounding the history of Chinese language education and the bilingual policy introduced in 1966. A methodology chapter follows. Chapters 4 to 8 address separately each of the four sub research questions in which claims, assumptions, supporting evidence and rebuttals are presented. The final chapter, Chapter 9, addresses a posteriori inferences, including scoring, criterion-related components, and washback and impact. A cautious conclusion is then drawn about the measurement quality of the GCE 1162 reading examination.

Assessment in Education: Principles, Policy & Practice, 2017

Journal of Multilingual Theories and Practices, 2021

This qualitative validation study investigates the characteristics and needs of adolescent test-t... more This qualitative validation study investigates the characteristics and needs of adolescent test-takers sitting the reading paper of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1160). Specifically, evidence gathered through semi-structured interview and document analysis was organised around the following three issues: adolescence and adolescent literacy; reading motivation, interests and authenticity; and new technologies and reading literacy. Findings from the analysis suggest that Singaporean adolescents are generally becoming less motivated to read extensively in the Chinese language, seemingly the direct result of digital technologies and heavy homework loads. It also appeared that motivation to read is connected to the relevance and appeal of texts available as well as the perceived value of reading in securing better education and job opportunities. Another pattern illustrated by the study was that the internet is t...

Education in the Asia-Pacific region, 2022

Journal of Multilingual Theories and Practices, 2021

This qualitative validation study investigates the characteristics and needs of adolescent test-t... more This qualitative validation study investigates the characteristics and needs of adolescent test-takers sitting the reading paper of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1160). Specifically, evidence gathered through semi-structured interview and document analysis was organised around the following three issues: adolescence and adolescent literacy; reading motivation, interests and authenticity; and new technologies and reading literacy. Findings from the analysis suggest that Singaporean adolescents are generally becoming less motivated to read extensively in the Chinese language, seemingly the direct result of digital technologies and heavy homework loads. It also appeared that motivation to read is connected to the relevance and appeal of texts available as well as the perceived value of reading in securing better education and job opportunities. Another pattern illustrated by the study was that the internet is the defining technology for literacy and learning for Singaporean adolescents. Whilst evidence suggested that the GCE 1160 reading examination is designed with adequate knowledge of adolescence and adolescent literacy, several threats to validity were identified, including the relatively low appeal of the passages to test-takers, and their relevance, authenticity and sensitivity to new technologies and reading literacy. Drawing on a socio-cognitive validation framework, the study analyses these threats to validity and outlines practical directions whereby policy-makers and test designers might develop the reading examination.

Journal of Chinese Language Education, 2019

This paper offers an analysis of Singapore’s Chinese language education and assessment policy. Th... more This paper offers an analysis of Singapore’s Chinese language education and assessment policy. The paper is comprised of four sections. The first section outlines the structure of the paper which is followed in the second section by a general overview of Singapore’s current education and examination system. The third section, which focuses on Chinese language education and assessment in Singapore, traces briefly the historical trajectory leading to the implementation of Singapore’s bilingual policy. This section also examines the limitations of the current bilingual policy which, it is argued, entails an over-simplified reconceptualization of the state’s internally heterogeneous Chinese population as a community with one “mother tongue” paired with a single culture and set of values. The concept of “mother tongue” in the Singaporean context is problematic as it undermines the legitimacy of the bilingual policy. Further, Singapore’s bilingual policy has been accepted by the general public without critical engagement with the key issue of bilingualism itself. This paper also discusses how the underlying premise of Singapore’s bilingual policy, namely that English and Chinese assume sharply different roles in society, has broken down rapidly in recent years. These limitations, as the fourth section maintains, have implications for how the Chinese language is perceived, taught and examined in Singapore.

Keywords: bilingual policy, Chinese language education and assessment policy, language testing and assessment in Singapore, mother tongue, Singapore’s education and examination system

Assessment in education: Principles, Policy & Practice, 2018

Assessment in Singapore: perspectives for classroom practice, edited by Poh-Guan Toh and See-Chen... more Assessment in Singapore: perspectives for classroom practice, edited by
Poh-Guan Toh and See-Cheng Leong, Singapore, Singapore Examinations and Assessment Board, 2014, 130 pp., S$32 (hardcover), ISBN 978-981-07-8998-5

University College London, 2018

This mixed methods study critically reviews how the Singapore-Cambridge General Certificate of Ed... more This mixed methods study critically reviews how the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1162) examines second language reading. The main research question asks, ‘To what degree have the intended measurement objectives of the GCE 1162 reading examination been achieved?’ Four sub research questions address issues of specifications and administration, test-taker characteristics, cognitive parameters and contextual parameters.

Resources drawn on include Singapore Ministry of Education and Singapore Examinations and Assessment Board documents, specifically, examination information booklets, syllabuses, committee reports and annual reviews. Subject matter experts were appointed to analyse the reading comprehension passages and test items from 22 sets of GCE 1162 reading examination papers from 2006 to 2016. Semi-structured interviews were carried out with 22 stakeholders involved in coordination, test design, item construction, marking and reviewing. The interviewees included members of an elite policy group with privileged access to test specifications and procedures. Further interviews were carried out with secondary school Chinese language teachers and students, whose perspectives are seldom considered in validation processes. Opinions were also sought from experts in the field of Chinese as a second language, reading and assessment.

The study begins with an account of the concepts of validity and reading constructs. Chapter 2 discusses the Singapore education and examination system, foregrounding the history of Chinese language education and the bilingual policy introduced in 1966. A methodology chapter follows. Chapters 4 to 8 address separately each of the four sub research questions in which claims, assumptions, supporting evidence and rebuttals are presented. The final chapter, Chapter 9, addresses a posteriori inferences, including scoring, criterion-related components, and washback and impact. A cautious conclusion is then drawn about the measurement quality of the GCE 1162 reading examination.