<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Alternative assessment – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/alternative-assessment/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Tue, 22 Oct 2024 02:19:37 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.0</generator> <item> <title>Rethinking Education with Progressive Pedagogies</title> <link>https://singteach.nie.edu.sg/2024/10/17/rethinking-education-with-progressive-pedagogies/?utm_source=rss&utm_medium=rss&utm_campaign=rethinking-education-with-progressive-pedagogies</link> <comments>https://singteach.nie.edu.sg/2024/10/17/rethinking-education-with-progressive-pedagogies/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 17 Oct 2024 07:26:20 +0000</pubDate> <category><![CDATA[issue 90 sep 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Critical thinking]]></category> <category><![CDATA[Experiential learning]]></category> <category><![CDATA[Alternative assessment]]></category> <category><![CDATA[Authentic learning]]></category> <category><![CDATA[Editorial]]></category> <category><![CDATA[Research-practice partnerships]]></category> <category><![CDATA[Progressive Education]]></category> <category><![CDATA[Collaborative learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23785</guid> <description><![CDATA[As society transforms at an unprecedented pace, education must keep up with the demands of a more complex […]]]></description> <content:encoded><![CDATA[<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_Editorial_Bee-Leng_013-2-189x300.jpg" alt="" class="alignright wp-image-23872" width="315" height="501" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_Editorial_Bee-Leng_013-2-189x300.jpg 189w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_Editorial_Bee-Leng_013-2-644x1024.jpg 644w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_Editorial_Bee-Leng_013-2-768x1221.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_Editorial_Bee-Leng_013-2-966x1536.jpg 966w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_Editorial_Bee-Leng_013-2.jpg 1266w" sizes="(max-width: 315px) 100vw, 315px" />As society transforms at an unprecedented pace, education must keep up with the demands of a more complex and interconnected world. While traditional didactic teaching methods have laid a strong and valuable foundation, they may not fully prepare students for the multifaceted challenges of the future. This issue of <em>SingTeach</em> focuses on Progressive Education, an approach that reimagines education to centre around the learner, fostering critical thinking, civic literacy, collaboration and adaptability.</p> <p>Progressive education emphasizes active learning, inquiry-based approaches, and nurturing a deep connection between students and the world around them. As Singapore continues to develop as a global hub of innovation and creativity, it is essential that we equip both teachers and learners with the knowledge and competencies necessary to thrive in an increasingly complex, unpredictable future. The emphasis of progressive pedagogy is not just on knowledge acquisition, but also on cultivating skills that will empower students to solve real-world problems, think critically and engage meaningfully with their communities.</p> <p>This issue of <em>SingTeach</em> explores how educators in Singapore are embracing alternative assessments and experiential learning to enrich the classroom experience. It also examines the role of technology in education and the importance of fostering emotional connections with students, which remains a cornerstone of progressive pedagogy.</p> <p>Through the lens of educators and researchers who are at the forefront of this pedagogical approach, this collection of articles will dive into the innovative practices shaping the future of education. From research-practice partnerships to community engagement, each article sheds light on the progressive shifts that are making education more dynamic, inclusive and future-ready.</p> <p>As you read through this issue, I hope you will be inspired by the possibilities that progressive pedagogies hold for transforming the way we teach and learn. Let’s continue to engage and empower our students in their learning, preparing them not just for exams, but for life.</p> <p><a href="https://dr.ntu.edu.sg/cris/rp/rp01498" target="_blank" rel="noopener">Associate Professor Chua Bee Leng</a><br /> Chief Learning & Innovations Officer<br /> <a href="https://www.ntu.edu.sg/nie" target="_blank" rel="noopener">National Institute of Education, Singapore</a></p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/10/17/rethinking-education-with-progressive-pedagogies/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>A Progressive Approach to Student Assessment</title> <link>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/?utm_source=rss&utm_medium=rss&utm_campaign=a-progressive-approach-to-student-assessment</link> <comments>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 17 Oct 2024 07:22:48 +0000</pubDate> <category><![CDATA[issue 90 sep 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Collaborative learning]]></category> <category><![CDATA[Peer assessment]]></category> <category><![CDATA[Alternative assessment]]></category> <category><![CDATA[Student progress]]></category> <category><![CDATA[Feedback]]></category> <category><![CDATA[Student-involved assessment]]></category> <category><![CDATA[Progressive Education]]></category> <category><![CDATA[People]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23781</guid> <description><![CDATA[One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to […]]]></description> <content:encoded><![CDATA[<p><em><b>One</b><b> </b><b>of</b><b> </b><b>the</b><b> </b><b>key</b><b> </b><b>characteristics</b><b> </b><b>of</b><b> </b><b>student-involved</b><b> </b><b>assessment</b><b> </b><b>is</b><b> </b><b>the</b><b> </b><b>shift</b><b> </b><b>in </b><b>focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. </b></em><em><b>This</b><b> </b><b>aligns</b><b> </b><b>closely</b><b> </b><b>with</b><b> </b><b>the</b><b> </b><b>core</b><b> </b><b>principles</b><b> </b><b>of</b><b> </b><b>progressive</b><b> </b><b>education</b><b> </b><b>which </b><b>emphasizes a learner-centred approach, the value of the learning process and collaborative learning. <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a>, Assistant Centre Director at NIE’s <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy & Practice</a>, <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a>, shares with us insights from her research on student-involved assessment and feedback, as well as her reflections on the relationship between student-involved assessment and progressive pedagogies.</b></em></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg" alt="" class="alignright wp-image-23810 " width="327" height="580" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-577x1024.jpeg 577w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-768x1364.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-865x1536.jpeg 865w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-1153x2048.jpeg 1153w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-scaled.jpeg 1441w" sizes="(max-width: 327px) 100vw, 327px" /></p> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW37352676 BCX0"><span class="NormalTextRun SCXW37352676 BCX0">C</span><span class="NormalTextRun SCXW37352676 BCX0">an</span><span class="NormalTextRun SCXW37352676 BCX0"> you share</span><span class="NormalTextRun SCXW37352676 BCX0"> </span><span class="NormalTextRun SCXW37352676 BCX0">what the </span><span class="NormalTextRun SCXW37352676 BCX0">d</span><span class="NormalTextRun SCXW37352676 BCX0">efinition</span><span class="NormalTextRun SCXW37352676 BCX0"> of </span><span class="NormalTextRun SCXW37352676 BCX0">student-involved assessment and feedback</span><span class="NormalTextRun SCXW37352676 BCX0"> is, and some examples of those?</span></span><span class="EOP SCXW37352676 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p>Student-involved assessment and feedback refers to the involvement of students in the assessment and feedback process, where they actively participate in various ways such as:</p> <ul> <li style="list-style-type: none;"> <ul> <li>Evaluating their own work (self-assessment against a set of criteria)</li> <li>Setting learning goals for improvement</li> <li>Reflecting on their learning (experience) and revising their work based on the criteria</li> <li>Assessing their classmates’ work (peer assessment based on the same set of criteria)</li> <li>Providing and receiving formative feedback to improve performance and work towards their goals</li> </ul> </li> </ul> <p> </p> <p>From 2020 to 2022, I conducted a study that focused on how to build teachers’ and students’ capacities in student-involved assessment in primary classrooms and also explored how to better engage primary school teachers and students in this area. The study revealed that by involving students in the assessment process, it empowers them to take ownership of their learning, understand the assessment criteria and use feedback to improve their work. It also showed that student- involved assessment can provide teachers with the necessary pedagogical tools to engage their students further. Additionally, it highlighted that providing meaningful feedback helps students stay on track academically while sustaining their motivation and enthusiasm for learning (Wong et al., 2023a). It also affords them the opportunity to engage more deeply with the concept of what it means to manage their own learning (Wong, 2023b).</p> <h1>From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?</h1> <p>Student-involved assessment aligns neatly with the core principles of progressive education which emphasizes student-centred learning, active learning and engagement, critical thinking and self-regulation, collaboration and the development of skills relevant to students’ lives in and outside of school. Let me explain further.</p> <p>Student-involved assessment embodies student- centred learning as it actively engages students in the assessment (and feedback) process, allowing them to take ownership of their learning. It shifts the emphasis om teacher-centred assessment to one where students play a greater and critical role in assessing their own learning and that of their peers based on a set of criteria.</p> <p>Self-assessment allows students to critically review their own work and make decisions on their progress as well as areas of improvement. This not only nurtures their self-regulation and self-management skills, but also increases their engagement with the learning process. Peer assessment gives them the opportunity to learn how to critically assess their classmates’ work and appreciate different perspectives. It fosters collaborative learning and builds a community of learners among themselves in the class. Both forms of assessments provide students with a deeper understanding of the topic they are working on and further develop their analytical skills.</p> <p>The skills honed through self-assessment and peer assessment are not only relevant in the classroom but are also essential life skills that students can apply in various personal and professional contexts beyond school.</p> <h1>How does student-involved assessment give students empowerment and agency in their learning?</h1> <p>Student-involved assessment empowers and gives students agency by allowing them a more involved and active role in their learning process. Students’ sense of ownership over their learning is nurtured as they shift from being passive recipients of knowledge to active participants who set their own learning goals.</p> <p>Through self-assessment, students develop critical thinking and reflective skills when they analyse and identify their strengths and areas of improvement. Peer assessment also enhances these skills and in addition, fosters collaboration and communication skills through the provision of feedback to their classmates. When students are involved in assessing their own work and their classmates’ work, they take on responsibility for their own learning, while gaining independence and confidence.</p> <p>Students become more engaged and motivated when they see the results of their efforts, which further encourages a deeper commitment to their studies. When students are engaged in peer assessment, a sense of community and shared responsibility are encouraged, collaboration is strengthened and communication skills are also enhanced.</p> <p>Student-involved assessment transforms students into empowered, active, motivated and reflective learners who are deeply involved in their learning journey, making it a more meaningful and personalized learning experience.</p> <h1>Which areas of assessment do you think merit further attention and research? Why are they important?</h1> <p>My research into student-involved assessment has shown that when implemented properly, it has the potential to empower students, develop their critical thinking, increase their sense of ownership and responsibility in learning, as well as enhance communication and collaboration skills through peer assessment.</p> <p>However, further research is needed. For example, studies can be conducted to explore the various factors which can affect the uptake of student-involved assessment by students and in turn, its effectiveness. These factors include student self-efficacy and confidence, student motivation and engagement, social and cultural influences, among others. By understanding these factors, we can gain insights into how to better design and implement student-involved assessment that cater to diverse needs, thus increasing uptake and making the assessment, feedback and learning processes more impactful and meaningful for the students. Longitudinal research on student-involved assessment could also provide valuable insights into the long-term impact on student learning.</p> <p><b>References</b></p> <p>Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., & Lee, J. (2023a). <i>Building Teachers’ and Students’ Capacities in Student-Involved</i><i> Assessment in Primary Classrooms. </i>Project Closure Report (ERFP), National Institute of Education. Singapore.</p> <p>Wong, H. M. (2023b). <i>Student-involved</i><i> </i><i>assessment</i><i> </i><i>in</i><i> </i><i>primary</i><i> </i><i>classrooms:</i><i> Engaging teachers and students </i>(Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>To Measure is not Enough</title> <link>https://singteach.nie.edu.sg/2016/12/16/issue59-bigidea/?utm_source=rss&utm_medium=rss&utm_campaign=issue59-bigidea</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Fri, 16 Dec 2016 08:07:55 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 59 dec 2016]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Self-directed learning]]></category> <category><![CDATA[The Big Idea]]></category> <category><![CDATA[Alternative assessment]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=10541</guid> <description><![CDATA[Student assessment is commonly associated with tests and formal exams, but over-fixation on such quantitative measures can cause […]]]></description> <content:encoded><![CDATA[<p><strong><em>Student assessment is commonly associated with tests and formal exams, but over-fixation on such quantitative measures can cause us to lose sight of what is valued in education. We speak to NIE Lecturer Dr Tay Hui Yong on the need for teachers to go beyond such measurements to enhance student learning.</em></strong></p> <p>In Singapore where competitive school admissions are largely based on student results, test scores are invariably an important component of student assessment.</p> <p>But they should not be everything.</p> <h1>Measuring What We Value</h1> <div id="attachment_10633" style="width: 310px" class="wp-caption alignright"><img aria-describedby="caption-attachment-10633" loading="lazy" width="300" height="232" class="wp-image-10633 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2016/12/hui-yong_for-web-1-300x232.jpg" /><p id="caption-attachment-10633" class="wp-caption-text">Tay Hui Yong wants teachers to know that they have the autonomy and power to do more than just deliver on the national exams.</p></div> <p>“While schools are rightly concerned about whether students are learning, the question is whether evidence of learning lies only in measurement, especially by test scores,” says Hui Yong, who is from the Curriculum, Teaching and Learning Academic Group and does research in the area of assessment.</p> <p>When such quantitative measurement is all there is, we run the risk of reducing students’ learning to mere numbers. Instead, test scores should be viewed as indicators of a student’s current capacity to help teachers reflect on how they can further help them grow in their potential.</p> <p>“We are sometimes so preoccupied with academic scores that we forget learning is not so easily measured,” says Hui Yong. There is also a tendency for other factors that are not in the metric <span class="_Tgc">–</span> such as character <span class="_Tgc">–</span> to get overlooked, resulting in a narrow representation of a child’s development.</p> <p>“Teachers have to exercise judgment on what else is important regardless of the metric that is currently used,” says Hui Yong. Good teaching requires awareness that there is more to assessment than just the quantifiable measurements.</p> <p>“We cannot teach well if we cannot assess well,” she adds.</p> <h1>Assessing Students Well</h1> <p>This means that teachers need to ask: <em>What does the score mean? Are my students</em> <em>struggling because of a lack of practice? Do they have misconceptions?</em></p> <p>The next step in assessing well is to determine how to bring a student from where he or she currently is to where he or she needs to be. “The conversation should be about how to help students maximize their potential,” says Hui Yong.</p> <p>One way to do so is by making the success criteria for a task clear to students before they begin. For instance, if the task is to write a composition, students should be aware of what makes a good composition and what the markers of success are.</p> <p>This allows students to assess themselves and find their own solutions to new problems. “Ultimately, we know the kids have learned when they are able to do all these themselves,” explains Hui Yong.</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>“Teachers have to exercise judgment on what else is important regardless of the metric that is currently used.”</p> <p><em>– <strong>Hui Yong</strong>, Curriculum, Teaching and Learning Academic Group</em></p> </div> <h1>Encouraging Independent Learning</h1> <p>Faced with the challenge of preparing our youths for an increasingly complex and uncertain world, Hui Yong feels that the role of teachers today is bigger than just preparing them for examinations.</p> <p>“I often tell teachers that they have the autonomy, they have the power and more importantly, they have the responsibility to do more than just deliver on the national exams,” she says. “Good teachers in schools are already doing this on an everyday basis.”</p> <p>Helping each student become a self-directed learner is the ultimate goal. Students must be active participants in their own learning <span class="_Tgc">–</span> actively engaged to ask questions in order to understand key concepts and ideas. To achieve this, feedback during assessment should assist students in driving their own learning and developing their capacities as judges of their learning (Boud & Molloy, 2013).</p> <p>“The most effective feedback provides clues or reinforcements that show students how to do a task more effectively,” shares Hui Yong. Depending on the ability of the student, a teacher might decide to comment on whether a task is done correctly or wrongly, or use hints to prompt the student instead to think in a certain way (see box story below on the different levels of feedback).</p> <p>Feedback could also be improved through dialogue that goes beyond a subject area to include other goals a child could be working towards. “Ideally, this should also be the kind of feedback that goes into report books,” says Hui Yong.</p> <p>To diagnose and provide the right type of feedback to each student, she has been helping teachers reframe their role, emphasizing that to be a good teacher, they need to check on their students’ progress regularly in the classroom. Good teachers also work towards developing self-regulated learners.</p> <p>She shares, “I always ask teachers: When you’re not around, do you have the confidence that your students will be able to cope on their own?” Because even without the teacher, the self-regulated student will be able to assess where he or she is and figure out how to get where he or she needs to be.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Different Levels of Feedback and How They Impact Learning</div> <div class="message-box-content"> <p>The form of feedback students receive can influence their attitude towards the tasks they are assigned. At best, teachers’ feedback can help reinforce self-efficacy and critical thinking among students. Hui Yong shares four levels of feedback that are commonly used in the classroom (Hattie & Timperley, 2007).</p> <p><strong>Personal:</strong> Does not refer directly to the task itself such as, “Good Try!” Feedback at a personal level is rarely effective.</p> <p><strong>Task:</strong> Tells students directly what is right or wrong and what to correct. For example, “Where is the third factor?”</p> <p><strong>Process: </strong>Tells students how to do a task better. For example, “Please support the point with evidence from the text.” Such feedback leads to deep learning that can be applied to the next task.</p> <p><strong>Self-regulation: </strong>Prompts the learner to make judgment on his own work through questions such as, “How can you show a clearer link between two paragraphs?” Feedback on self-regulation leads to enhanced self-efficacy and engagement.</p> </div> </div> <div class="message-box-wrapper white"> <div class="message-box-title">Assessment for Learning in the Classroom</div> <div class="message-box-content"> <p><a href="https://evergreensec.moe.edu.sg/" target="_blank" rel="noopener">Evergreen Secondary School</a> advocates and backs Assessment for Learning (AfL) as a core strategy in nurturing quality teaching and learning. The video below shows examples of how various AfL moves are integrated into a typical classroom lesson.</p> <p><iframe loading="lazy" title="EVG AfL v2" width="640" height="360" src="https://www.youtube.com/embed/_xL55H_hQK0?feature=oembed" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></p> </div> </div> <p><strong>References</strong></p> <p>Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design.<em> Assessment & Evaluation in Higher Education</em>, <em>38</em>(6), 698–712.</p> <p>Hattie, J., & Timperley, H. (2007). The power of feedback. <em>Review of Educational Research. 77</em>(1), 81–112.</p> ]]></content:encoded> </item> <item> <title>Inspiring Learning through Self-assessment</title> <link>https://singteach.nie.edu.sg/2016/12/16/issue59-research01/?utm_source=rss&utm_medium=rss&utm_campaign=issue59-research01</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Fri, 16 Dec 2016 08:06:06 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 59 dec 2016]]></category> <category><![CDATA[Self-assessment]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Self-directed learning]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Alternative assessment]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=10539</guid> <description><![CDATA[Students play a huge role in their own learning process but they often have few opportunities to assess […]]]></description> <content:encoded><![CDATA[<p><strong><em>Students play a huge role in their own learning process but they often have few opportunities to assess themselves in the classroom <span class="_Tgc">–</span> something NIE Research Scientist Dr Wong Hwei Ming believes can promote learner responsibility and independence. Speaking at a workshop during the </em></strong><strong><em><a href="https://www.nie.edu.sg/event-detail/assessment-colloquium" target="_blank" rel="noopener">3rd Annual Assessment Colloquium 2016</a></em><em>,</em> <em>she addressed common misconceptions surrounding student self-assessment and provided suggestions on how teachers can engage students in self-assessment in the classroom.</em></strong></p> <p>When participants of a workshop on student self-assessment were asked “What is self-assessment?” their replies fell mostly along the lines of “students grade their own work”.</p> <p>But is it that simple? Hwei Ming, who also lectures at NIE, emphasizes that for self-assessment to be effective, students first need to be aware of their actions.</p> <div id="attachment_10605" style="width: 360px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-10605" loading="lazy" width="350" height="232" class="wp-image-10605 size-full" src="https://singteach.nie.edu.sg/wp-content/uploads/2016/12/ST59_Research_HweiMing01_for_web.jpg" /><p id="caption-attachment-10605" class="wp-caption-text">Dr Wong Hwei Ming believes that students can be empowered to be assessors of their own work if provided with the appropriate structure and guidance from their teachers.</p></div> <h1>Misconceptions of Student Self-assessment</h1> <p>Although some teachers may not take student self-assessment seriously because they feel that “students don’t know what they are doing”, Hwei Ming stresses that students are actually a source of information about their own learning.</p> <p>It is a common misconception that “students are not teachers, and hence they are not able to assess themselves”. Hwei Ming believes however that students <em>can</em> be empowered to take ownership of their own learning, provided they are given the appropriate structure and guidance from their teachers.</p> <h1>Students as Their Own Assessors</h1> <p>“Student self-assessment is a process where students reflect on their performances, thinking and learning,” explains Hwei Ming.</p> <p>Through self-assessment, students understand themselves better as learners. They become more aware of what works and does not work for them in their learning process, and the conditions under which learning happens.</p> <p>In class, self-assessment often takes the form of critical examination of their own work with reference to performance indicators set by teachers. It is also through this practice of self-assessment that students understand making mistakes and acknowledging them are essential to their learning process.</p> <h1>A Culture of Learning from Failure</h1> <div class="shortcode-block-quote-right" style="color:#999999"> <p>“Student self-assessment is a process where students reflect on their performances, thinking and learning.”</p> <p><em><strong>– Hwei Ming, </strong>Office of Education Research</em></p> </div> <p>“We should encourage failure as part of the learning process,” explains Hwei Ming. “It is through failure that students and teachers can learn better.”</p> <p>To promote a culture of learning through failure, teachers first need to create a safe environment for students to experience failure without being judged.</p> <p>For example, when the teacher asks the class a question and the answer that comes from a student is incorrect or incomplete, instead of directly pointing out that the student is wrong, the teacher can encourage other students to build on the first answer. “We should avoid burdening the students by creating classroom anxiety,” says Hwei Ming.</p> <p>Giving students the opportunity to share the cognitive load of answering creates a collective learning opportunity for the entire class. Furthermore, teachers can gain insight into how students think and be able to address their difficulties instantly.</p> <p>At the crux of self-assessment is the realization that students are capable of taking ownership of their learning, and that as educators, we need to help put this ownership back into their hands.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Student Self-assessment Strategies</div> <div class="message-box-content"> <p>To help students take charge of their own learning, NIE Research Scientist Dr Wong Hwei Ming shares some self-assessment activities that teachers can use in the classroom:</p> <ol> <li><strong>Learning Logs: </strong>Like journals, learning logs help students to reflect on the progress of their task by writing their experience through a series of guided questions such as: <em>Did the task</em> <em>go well and why? What did I learn from this? How can I improve next time?</em><em><br /> </em> </li> <li><strong>Student-led Conferences: </strong>These are opportunities for students to share newly acquired skills and knowledge with a small audience through presentations. The audience consists of students, parents and teachers, and includes Q&A sessions.<br /> </li> <li><strong>Checklists: </strong>Students check their work against a list of performance indicators to verify that they have met task objectives. This puts the ownership of learning into students’ hands.<br /> </li> <li><strong>Rubrics: </strong>Similar to checklists but with descriptors of quality at each level for each criterion, rubrics allow students to measure the progress of their work <span class="_Tgc">–</span> for example, writing composition and assessing it against a set of indicators.<br /> </li> <li><strong>Modelling the Task: </strong>This involves using a sample “model piece of work” to provide students with a clearer view of what they need to do or avoid to meet task expectations. The model work can be shown to students at either the start of the task (to set expectations), in the middle of the task (as a guide for them to progress) or at the end of it (to allow them to compare their work against the model).<br /> </li> <li><strong><strong>Modelling the Questions: </strong></strong>As some students may struggle with asking questions, teachers can help by anticipating where difficulty may be faced and posing relevant questions to guide students in their analysis and reflection. Possible questions include: <em>What else could I have done? What is the next thing I need to do? What will happen if I…? How can I find out…?</em></li> </ol> </div> </div> ]]></content:encoded> </item> <item> <title>Helping Students Write Quality Explanations</title> <link>https://singteach.nie.edu.sg/2016/12/16/issue59-classroom02/?utm_source=rss&utm_medium=rss&utm_campaign=issue59-classroom02</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Fri, 16 Dec 2016 08:03:47 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 59 dec 2016]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Junior College]]></category> <category><![CDATA[Secondary school]]></category> <category><![CDATA[Alternative assessment]]></category> <category><![CDATA[Self-assessment]]></category> <category><![CDATA[Classroom Perspectives]]></category> <category><![CDATA[Humanities]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=10533</guid> <description><![CDATA[Explanations are the foundation of every Humanities essay, yet constructing well-reasoned ones remains a struggle for many students. […]]]></description> <content:encoded><![CDATA[<p><em><strong>Explanations are the foundation of every Humanities essay, yet constructing well-reasoned ones remains a struggle for many students. Believing more could be done to help them with this, five Senior Teachers have researched and designed a new assessment rubric that can improve students’ explanation skills.</strong></em></p> <p>Memorizing notes and then regurgitating information – this is common practice for many students in the Humanities classroom.</p> <p>Through research conducted during the <a href="https://www.nie.edu.sg/teacher-education/teacher-leaders-programme" target="_blank" rel="noopener">Teacher Leaders Programme </a>they attended at <a href="https://www.nie.edu.sg/">NIE</a>, Humanities teachers Dina Van Dijk, Khoo Kay Yong, Leung Wai Ching Juliane, Danny Tan and Lester Lim observed that this happens due to poor understanding of what constitutes a good explanation and how to write one.</p> <div id="attachment_10671" style="width: 510px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-10671" loading="lazy" width="500" height="164" class="wp-image-10671 size-full" src="https://singteach.nie.edu.sg/wp-content/uploads/2016/12/ST59_Classroom_SeniorTeachers01_for_web.jpg" /><p id="caption-attachment-10671" class="wp-caption-text">(From left) Lester Lim, Danny Tan, Khoo Kay Yong, Juliane Leung and Dina van Dijk met during a Teacher Leaders Programme at NIE</p></div> <h1>Difficulty Connecting the Dots</h1> <p>“Sometimes when we ask questions, instead of providing a comprehensive answer, students throw facts at us and expect teachers to make the connection for them,” says Lester who is teaching at Pioneer Junior College.</p> <p>But moving forward, students must have a firm grasp on how to effectively organize information to successfully make a point in an essay. This is especially so with the new Social Studies syllabus that has increased emphasis on questions that test the application of concepts.</p> <p>“Such questions require students to get answers from all over the syllabus,” Danny, who teaches at Catholic High School, explains. “So they need to have a good understanding of how issues are linked.”</p> <p>This means students cannot get by with memorizing and regurgitating facts or model answers during examinations. Deeper understanding of issues is needed, together with the ability to identify the general principle behind events and draw connections between them.</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>“A good explanation involves more than just stating different points.”</p> <p><em>– <strong>Dina</strong>, Senior Teacher at Nanyang Girls’ High School</em></p> </div> <h1>The Modified Assessment Descriptor (MAD)</h1> <p>To help students and teachers with this, the team designed the Modified Assessment Descriptor (MAD), a guide that highlights the key components that show good explanation in essay writing.</p> <p>“A good explanation involves more than just stating different points,” says Dina. “Most of the essays students write are about cause and effect, so MAD is helpful in getting them to think about the nuances of their explanation.”</p> <p>Through MAD, the teachers hope to move beyond the vague descriptors of some existing assessment rubrics and make explicit the requirements of a good explanation.</p> <h1>Addressing Uncertainty, Clarifying Doubts</h1> <div id="attachment_10642" style="width: 310px" class="wp-caption alignright"><img aria-describedby="caption-attachment-10642" loading="lazy" width="300" height="187" class="wp-image-10642 size-full" src="https://singteach.nie.edu.sg/wp-content/uploads/2016/12/ST59_Classroom_SeniorTeachers02_for_web.jpg" /><p id="caption-attachment-10642" class="wp-caption-text">The team believes that the Modified Assessment Descriptors enables students to be better assessors of their own work.</p></div> <p>One commonly used assessment rubric in schools today is the “Level of Response Marking Scheme” (LORMS) whose criteria the teachers feel is too broad to be helpful to students. Assessment based on LORMS may state that a student’s answers are “very well explained”, but fail to go into detail about what this means for the student.</p> <p>In contrast, MAD breaks down these terms so that students are able to identify which part of their explanation they can improve on.</p> <p>“MAD is useful because it goes into greater depth about what makes an explanation good or not,” says Kay Yong. The criteria give students an indication of where they are with respect to each component (Key Idea, Evidence and Explanation) so that they can differentiate where they are doing well and not so well.</p> <p>Another key feature of MAD is its accessibility that makes for a great self-assessment tool. Once students are taught what an explanation requires, the rubric can be used for self-assessment independent of the teacher (see yellow box below).</p> <p>“The words we use in MAD capture the experience of students,” shares Dina. “The lowest level might be “I don’t know what I’m writing, I’m just writing what I can remember.” In clear terms, the rubric gives them a sense of what they should be targeting.</p> <p>The inclusion of examples is also helpful in getting students to think independently about the nuances of their answers. “For essays, you have to consider the precipitant, triggers, underlying factors, amplifiers and so on,” says Dina. “We want students to have this sensitivity so that when they go to Junior College (JC), they have more confidence to do a Humanities subject.”</p> <p>By JC, students are expected to have mastered explanations and achieved a certain sophistication of thought. For those yet to master these building blocks of essays, the learning curve can be steep.</p> <p>For current JC students however, MAD has been adapted as ACE (Answer, Connect, Evidence) to develop students’ evaluation skills. Like MAD, ACE helps students infer where they need to improve through gradations and examples.</p> <p>The example below shows the Modified Assessment Descriptors for one of the three components (Key Idea) of an explanation.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Question: Why did Malaya fall to the Japanese in WWII?</div> <div class="message-box-content"> <p>[table id=2 /]</p> </div> </div> <h1>MAD in the Classroom</h1> <p>After piloting MAD with their respective classes, the teachers observed significant improvements in students’ explanations.</p> <p>Danny finds that the rubric helps students make sense of subjects like History by showing them how to organize what appears to be just a collection of facts, figures and dates into a coherent package that communicates a point.</p> <p>“Once students have the key understandings, when scenarios and questions change, students will be able to change along with them,” shares Danny. “This is a long-term process and all part of the 21st century competencies teachers want to instil in students.”</p> <p>Lester concurs, adding that “It would be good if a teacher is willing to sacrifice some time and wait for students to respond rather than just providing answers.” As it takes time for students to become accustomed to MAD, Juliane also advises teachers to go through the rubric in detail with students, directing them to verbalize their thinking until it becomes a habit of mind.</p> <p>While this may seem like a lot of work, teachers can take heart that the principles behind MAD are not completely new. The team has simply taken what has effectively become a thinking routine for most teachers and systemized it, transforming it into a rubric that guides and empowers students to learn independently.</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>“Once students have the key understandings, when scenarios and questions change, students will be able to change along with them.”</p> <p><em>– <strong>Danny</strong>, Senior Teacher at Catholic High School</em></p> </div> ]]></content:encoded> </item> <item> <title>Going beyond Concept Cartoons</title> <link>https://singteach.nie.edu.sg/2015/12/07/issue55-classroom01/?utm_source=rss&utm_medium=rss&utm_campaign=issue55-classroom01</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Mon, 07 Dec 2015 14:57:03 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 55 dec 2015]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Action research]]></category> <category><![CDATA[Student engagement]]></category> <category><![CDATA[Primary school]]></category> <category><![CDATA[Creative teaching]]></category> <category><![CDATA[Alternative assessment]]></category> <category><![CDATA[Science]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Classroom Perspectives]]></category> <category><![CDATA[Informal learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=9686</guid> <description><![CDATA[Wanting to help young learners who were grappling with abstract concepts in Science, a group of teachers at […]]]></description> <content:encoded><![CDATA[<p><strong><em>W</em><em>anting to help young learners who were grappling with abstract concepts in Science, a group of teachers at <a href="https://www.pasirrispri.moe.edu.sg" target="_blank" rel="noopener">Pasir Ris Primary School </a>embarked on an action research project in 2009 to test the effectiveness of using concept cartoons.</em></strong></p> <p>Concept cartoons are drawings that present “characters with different viewpoints around a particular situation” (Roesky & Kennepohl, 2008, p. 1355) (Read more about concept cartoons in <a href="https://singteach.nie.edu.sgissue18-scienceed" target="_blank" rel="noopener">“Cartoons in the Classroom”, Issue 18</a>).</p> <p>When we interviewed then Science teacher Ms Farah Aida Rahmat (currently Head of English Department at <a href="https://www.pasirrispri.moe.edu.sg" target="_blank" rel="noopener">Pasir Ris Primary School</a>) in 2009, she was testing out the use of cartoons on a Primary 4 class of high-ability students.</p> <p>The study showed clear benefits of using concept cartoons in the classroom. “There was higher engagement and higher retention, so we were convinced back then that it is an effective tool,” says Senior Teacher and Covering Head of Science Department Mrs Jalene Chang, who was part of the team.</p> <p>“We decided we wanted to use it in a more pervasive manner and not just limited to the Primary 4 classroom but to introduce it to other levels – from Primary 3 to 6.”</p> <div id="attachment_9687" style="width: 360px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-9687" loading="lazy" class="size-full wp-image-9687" src="https://singteach.nie.edu.sg/wp-content/uploads/2015/12/classroom_pasir_ris_01_for_web.jpg" alt="(From left) Jalene, Dawn and Indriana with the Science Assessment for Learning (AfL) package they developed. It contains a variety of AfL tools that teachers can readily use in the classroom." width="350" height="308" /><p id="caption-attachment-9687" class="wp-caption-text">(From left) Mrs Jalene Chang, Mdm Dawn Tan and Mrs Indriana Seet with the Science Assessment for Learning (AfL) package they developed. It contains a variety of AfL tools that teachers can readily use in the classroom.</p></div> <h1>A Valuable Tool</h1> <p>“Tell me, I will forget. Show me, I will remember. Involve me, I will understand.” Jalene believes in this Chinese proverb when placed in the classroom context. For pupils to benefit, they have to be actively engaged and involved in the learning process.</p> <p>Besides higher engagement and retention, concept cartoons also helped pupils with poor language skills grasp abstract science concepts better.</p> <p>The teachers were encouraged by the outcome, and decided to venture into using other kinds of assessment-for-learning (AfL) tools.</p> <h1>Expanding the Toolbox for Teachers</h1> <p>Getting teachers to design their own teaching tools on top of their daily teaching workload can be a rather tall order, says Jalene. “So we decided to support them by making resources available to them,” she adds. “We have to level up their competencies and build up their capacities.”</p> <p>As part of that, Jalene gave a copy of the Assessment for Learning (AfL) book authored by Page Keeley to all Science teachers. The book contains a variety of AfL tools that teachers could pick from and implement in their classrooms.</p> <p>“We do not want them to know just one tool but to also expose them to other AfL tools,” explains Jalene.</p> <p>Using the Coyote Fund (a fund conceived by MOE in 2006 and aimed at encouraging educators and the Ministry to experiment with new and innovative ideas), the team developed their very own customized Science AfL package.</p> <p>“We included a CD and hardcopy notes in the resource package,” explains Jalene. “The package is a continuous work-in-progress where tweaks and refinements are made along the way.”</p> <p>The end product is a resource package that features a wide variety of AfL tools that is over and above teachers’ instructional materials, says Jalene.</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>We don’t want to wait until exams when it is already too late (to give feedback). We want to monitor student learning daily.</p> <p><em><strong>– Jalene Chang,</strong> </em><em>Pasir Ris Primary School</em></p> </div> <h1>Variety of Assessment Tools</h1> <p>Providing feedback to student on their performance via exam grades is not timely enough— at least for Jalene and her team. “We don’t want to wait until exams when it is already too late,” she says. “We want to monitor student learning daily.”</p> <p>Here are two examples of the tools included in the AfL package besides concept cartoons:</p> <h2>Card Sorts</h2> <p>“Pupils are given a variety of cards,” explains Science Level Head Mrs Indriana Seet. “They are required to sort them according to categories.”</p> <p>Living things and non-living things—these are some of the categories that pupils should identify. To do so, they first need to understand the characteristics of these categories.</p> <p>After sorting them, they will also have to justify their answers. This is a quick way for teachers to gauge their level of understanding.</p> <h2>Four Corners</h2> <p>Animals, fungi, plants, and micro-organisms—each corner of the classroom is assigned one of these four categories.</p> <p>In this activity, the teacher flashes a list of items that fall under those categories on the screen. Pupils then pick an item each and write it down on a card. They will then individually proceed to the categorized corner which befits the items they have chosen.</p> <p>For example, a pupil who picks a toadstool will move to the fungi corner and tiger, the animals corner.</p> <p>Pupils will discuss with their friends within the same group on why they picked that corner and if required, they will make the necessary changes. “As a group, they will show their cards and as a class, they will discuss if they are in the correct group,” says Indriana.</p> <p>The teachers also find this activity an instant remedy for restless pupils. “Sometimes, the lesson can get quite tiring so this helps pupils to be more actively involved in the lesson,” shares Mdm Dawn Tan, also a Science Level Head.</p> <h1>Addressing Misconceptions Immediately</h1> <p>The team feels that sometimes, learners may give the right answers to questions in class, but that does not necessarily mean they have truly understood the science concepts. The activities in the AfL package allow them to quickly assess their students before the end of the lesson.</p> <p>“It is important to assess whether the children have understood the learning outcomes for the day,” Indriana shares. “These short activities don’t take a lot of time and they allow us to gauge their understanding level.”</p> <p>Dawn also adds that she uses simple “True or False” questions to assess her students. It often creates teachable moments as well.</p> <p>“Pupils will have the chance to actually articulate their thoughts in class,” she says. “You can then use that moment to correct any misconceptions for the class as a whole.”</p> <p>While it has been 6 years since the first AfL tool was tested, the team is constantly looking at expanding the package further. In fact, one of their aims is to ensure that all their Science teachers are professionally equipped and competent to create their own AfL activities.</p> <p>As Jalene puts it, “We want to empower the teachers and let them know they can do it!”</p> <p> </p> <p><strong>Reference</strong></p> <p>Roesky, H. W., & Kennepohl, D. (2008). Drawing attention with chemistry cartoons. <em>Journal of Chemical Education</em>, <em>85</em>(10), 1355–1360.</p> ]]></content:encoded> </item> <item> <title>Learning Beyond Assessments</title> <link>https://singteach.nie.edu.sg/2013/01/20/issue40-research01/?utm_source=rss&utm_medium=rss&utm_campaign=issue40-research01</link> <comments>https://singteach.nie.edu.sg/2013/01/20/issue40-research01/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Sun, 20 Jan 2013 06:11:44 +0000</pubDate> <category><![CDATA[issue 40 jan / feb 2013]]></category> <category><![CDATA[Curriculum design]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Formative assessment]]></category> <category><![CDATA[Alternative assessment]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=2442</guid> <description><![CDATA[As teachers, you put a lot of effort into preparing students for exams and in grading them. But […]]]></description> <content:encoded><![CDATA[<p><em><strong>As teachers, you put a lot of effort into preparing students for exams and in grading them. But in the process, learning may inadvertently take a back seat. Does assessment spell the end of learning?</strong></em></p> <p>Assessments are often equated with tests and exams. These are useful for ranking and placement purposes, when we need a practical way to make critical decisions.</p> <p>However, a second – and perhaps more critical – purpose of assessment is to support and enhance learning. “In contrast to the regulatory approach, it’s the educational purpose of assessment,” says Assistant Professor Kelvin Tan.</p> <p>The danger is when the regulatory functions dominate the educative benefits of assessment. “Once the assessment stops, the learning stops. Sometimes it signals the end of learning,” he notes.</p> <p>But this need not be the case. For Kelvin, it starts with a healthy view of assessment.</p> <h1>Assessment for Learning</h1> <p><img loading="lazy" class="size-medium wp-image-2915 alignleft" title="Kelvin_Tan_3_for_web" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/Kelvin_Tan_3_for_web-300x224.jpg" width="300" height="224" />“Mentally, everyone knows teachers cannot do the learning for the students. But in reality teachers act the opposite way,” observes Kelvin.</p> <p>“They are teaching and assessing in a way as if it’s all dependent on them.”</p> <p>So we labour over each test paper and exam script, making annotations and suggesting corrections. All that feedback was meant to help students improve on their learning. It was meant to feed back into their learning.</p> <p>But more often than not, it doesn’t. It doesn’t get a chance to.</p> <p>In order not to let all that effort go to waste, Kelvin believes teachers should start passing the baton of learning back to the students.</p> <p>We need to think more about what assessment should do for students’ learning, and less about what students should be learning for assessment.</p> <p>Assessment for learning prompts and enhances the quality of learning. “It happens when teachers introduce a notion of assessment that is integral to the students’ learning, and not something that concludes learning.”</p> <h1>Teachers’ Conceptions of Alternative Assessment</h1> <p>This has prompted many teachers to think about an alternative to the current practices of assessment. But an alternative assessment practice may not always be a meaningful departure or an improvement from traditional assessment. Much depends on how teachers understand and use it in schools.</p> <p>From his research, Kelvin found that most teachers are either conservative or pragmatic in their use of what they understand to be “alternative assessment”.</p> <p><div class="shortcode-block-quote-right" style="color:#999999"> Once the assessment stops, the learning stops. Sometimes it signals the end of learning.</p> <p><em>– <strong>Kelvin Tan</strong>, Curriculum, Teaching and Learning Academic Group</em> </div> </p> <p>Conservative teachers would rather not divert from the current practice. If there is spare curriculum space, they may provide an additional worksheet or task. But this doesn’t interfere with or distract from the existing traditional assessment.</p> <p>Pragmatic teachers are also happy to abide within the existing curriculum boundaries and structures. If they find an alternative assessment practice to be effective, such as a learning journey project, they may give it 1 or 2 weeks within curriculum time.</p> <p>Kelvin recommends taking a more progressive view of assessment, one that is integral to learning. It’s about sustainable learning – beyond assessment, beyond their academic lives.</p> <p>“Teachers who have this conception have a broad view of education,” he says. “They are able to satisfy imminent pragmatic educational needs – scoring well in exams – and yet go beyond that.”</p> <h1>A Progressive View of Assessment</h1> <p><a href="https://singteach.nie.edu.sgissue40-research03/kelvin_tan_1_for_web/" rel="attachment wp-att-2913"><img loading="lazy" class="alignright" title="Kelvin Tan" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/Kelvin_Tan_1_for_web-300x194.jpg" width="300" height="194" /></a>Improving the quality of learning may require a paradigm shift, but it need not entail a drastic change in practices. The question Kelvin asks are: What is alternative assessment an alternative to? What purpose do you want it to achieve?</p> <p>The best assessments generate feedback that students can use. They are told how well they have done and what else they can do to improve their learning. This means giving students opportunities to act on that feedback.</p> <p>For assessment to be effective, it must have an imminent impact on learning. This means students should act on the feedback sooner than later. This can be done by giving them a similar task soon after the previous task. Teachers can then track the progress of the students.</p> <p>“The underlying issue is how the curriculum is designed and understood. It’s not so much the assessment,” notes Kelvin.</p> <p><div class="shortcode-block-quote-left" style="color:#999999"> The underlying issue is how the curriculum is designed and understood. It’s not so much the assessment.</p> <p><em>– <strong>Kelvin</strong> on a progressive view of assessment</em> </div> </p> <p>Teachers can design the sequence of assessments to create a coherent series of assessment tasks over a period of time, instead of a one-off task, such that each assessment task works in relation with the rest and they feed into each other.</p> <p>“Design an assessment that generates feedback and provides a subsequent context for the feedback to be used,” advises Kelvin. “This will create a dialogue between teachers and students on how and what to understand.”</p> <p>Alternative assessment need not mean additional work. “You decide what you have time for,” says Kelvin. “How can students benefit from you? Once teachers can understand and appreciate that, they will rethink their teaching–assessment–feedback cycle.”</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Supporting Learning with Feedback</div> <div class="message-box-content"> <p>Feedback is key to effective assessment that supports learning. But when it comes to providing feedback, we need to recognize that the student is the key person who can change their own learning.</p> <p>“If the students don’t understand the feedback, they can’t help themselves. So what can the teacher do to support or force the students to help their own learning?”</p> <p style="text-align: left;">To help teachers provide feedback that would enhance their students’ learning, Kelvin suggests thinking in terms of a triangle of practices.</p> <p style="text-align: center;"><img loading="lazy" class="size-medium wp-image-5074 aligncenter" title="Triangulated Model of Assessment for Learning" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/Figure-1_Triangulated-model-of-Assessment-for-Learning-300x176.jpg" width="300" height="176" /></p> <p>“If the student gets a grade C and he should go to a grade B next, the gap is a grade C to a grade B. Teachers should give the feedback according to the student’s gap. You have to pitch the feedback.”</p> <p>The horizontal axis represents the time between the giving of feedback and the next opportunity to use it.</p> <p>“The slope indicates the ambition level of your feedback and the progress your students are supposed to make in that period of time,” explains Kelvin. “If you have a short period of time and very high gap, the slope is very steep. It means intense last-minute work.”</p> <p>So, what’s your triangle like?</p> </div> </div> <p> <strong>Reference</strong><br /> Tan, K. H. K. (2012). Variation in teachers’ conceptions of alternative assessment in Singapore primary schools. <em>Educational Research for Policy and Practice.</em> Advance online publication. doi: <a href="https://dx.doi.org/10.1007/s10671-012-9130-4" target="_blank" rel="noopener">10.1007/s10671-012-9130-4</a></p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2013/01/20/issue40-research01/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> </channel> </rss> <!-- Performance optimized by W3 Total Cache. Learn more: https://www.boldgrid.com/w3-total-cache/ Served from: singteach.nie.edu.sg @ 2025-02-12 22:13:59 by W3 Total Cache -->