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    Making Meaning in the 21st Century

    We often think of learning in terms of subjects, defined by disciplinary boundaries, and knowledge as a constant body of facts, defined by the curriculum. These assumptions are being challenged and redefined in today’s rapidly changing environment.

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    Sailing Uncharted Waters: How Shared Leadership Kept a Department Moving Forward
    Virtual Staff Lounge
    Sailing Uncharted Waters: How Shared Leadership Kept a Department Moving Forward

    Contributed by Ms Fazila Banu D/O Mohamed Rabiullah and Ms Jasmine Sujatha from Yuan Ching Secondary School, for […]

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    Bridging Physics Concepts through Lesson Study
    Virtual Staff Lounge
    Bridging Physics Concepts through Lesson Study

    Contributed by Dr Sundari Prama (Head/Science), with Ms Deborah Roshni and Mr Amos Goh, from Raffles Girls’ School […]

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    Assessment for Learning, Progress and Well-Being
    Editorial
    Assessment for Learning, Progress and Well-Being

    Assessment is an integral part of education, yet conversations about it often centre on grades, examinations and achievement. […]

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    Assessment Beyond Grades: Supporting Student Learning and Well-Being
    The Big Idea
    Assessment Beyond Grades: Supporting Student Learning and Well-Being

    Assessment is often reduced to scores and grades, but its impact runs deeper. Dr Chue Kah Loong, Deputy […]

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    From Evidence to Action: Making Assessment Work for Every Learner
    Classroom Perspectives
    From Evidence to Action: Making Assessment Work for Every Learner

    Assessment is more than a measure of what students know. Used purposefully, it can help teachers understand how […]

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    The Hidden Barrier: How Emotion Regulation Shape Students’ Feedback Reception
    Research in Action
    The Hidden Barrier: How Emotion Regulation Shape Students’ Feedback Reception

    In the classrooms of Singapore, the word “assessment” often equates to “exams.” However, according to Assistant Professor Amir […]

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