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ERIC Number: EJ1051006
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0969-594X
Large-Scale Implementation of Formative Assessment Practices in an Examination-Oriented Culture
Ratnam-Lim, Christina Tong Li; Tan, Kelvin Heng Kiat
Assessment in Education: Principles, Policy & Practice, v22 n1 p61-78 2015
Singapore's education system has often been characterised as exam-oriented. This paper describes efforts ("windmills") made by the Government to constructively respond to the "winds of change" in the education system. A committee called the Primary Education Review and Implementation (PERI) Committee was appointed to study and recommend the priorities, programmes and resources needed to revise primary education in Singapore. The Committee recommended that a balanced school-based assessment system that provides constructive feedback, enabling more meaningful learning in support of both academic and non-academic aspects of a pupil's development, be carried out under the label of "Holistic Assessment". This paper is an attempt at surfacing the challenges ("walls") in implementing "Holistic Assessment" on a large scale, highlighting in particular, the tensions perceived by stakeholders concerning the interaction between formative assessment and accountability systems. It documents how stakeholders, namely teachers and parents, perceive and typify the concept of "Holistic Assessment". The findings provide insights into the consequent realities of a nationwide shift in assessment purpose and discourse on teachers and parents.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore