The Assessment Work of Teachers: Assessing and Accessing Forms of Powerful Knowledge

• In Event: Reforming Pedagogies and Creating Powerful Knowledge in Singapore: Examining System Rebuilding over Two Decades

Abstract

Background
There is an increasing emphasis in Singapore schools on using assessment and feedback to enhance students’ learning, evident in various national assessment initiatives. These efforts align with global trends in assessment around the world with a focus from assessment of learning to assessment for learning (Birenbaum et al., 2015). This transition is essential for facilitating access to powerful knowledge, which empowers students to navigate complex real-world challenges effectively.

Objectives
The primary objective of this paper is to analyse the evolution of assessment and feedback practices, within Singapore's educational landscape. By examining how these practices have been implemented across various school subjects in primary and secondary schools, the study aims to provide insights into the role of assessment for learning (AfL) in enhancing student learning and to encourage student access to forms of powerful knowledge.

Theoretical Framework
This paper is grounded in the concept of Assessment for Learning (AfL), where students become the users of assessment information, using it as feedback to understand what comes next for them (Stiggins, 2005). AfL places students in the centre of a lifelong learning process by enabling them to take ownership of, and enhance, their own learning and AfL is subsequently about informing students about their progress while learning is on-going (Wong, 2019). Along with powerful knowledge (Young & Muller, 2013), the framework supports the assertions that effective feedback can significantly enhance student learning outcomes, motivation and access to the best knowledge critical for thriving in the post-truth era.

Methods
We will draw on data from the CORE studies for a comparison of how assessment and feedback have evolved over time in Singapore schools. Based on lesson observations, student artefacts and student focus group discussions, we will specifically discuss findings from recent CORE studies to illustrate how assessment practices and feedback practices have been enacted in classrooms in light of recent assessment policies.

Data Sources
This paper will utilise lesson observations, student artifacts, and qualitative data to provide a comprehensive understanding of assessment and feedback practices in light of policy reforms. By synthesizing these data sources, the paper seeks to illustrate the trends and changes in assessment and feedback practices over time in Singaporean classrooms.

Results
The findings will highlight how assessment and feedback practices have evolved within Singaporean classrooms, illustrating shifts towards greater use of formative assessments. Additionally, the results will identify the specific practices enacted by educators in response to contemporary assessment policies, detailing both effective strategies and areas needing further improvement. This section aims to draw connections between assessment practices and overall student engagement.

Significance of Study
The implications of this paper extend to educational policy and practice, providing valuable insights that can shape future assessment frameworks within Singapore schools and for other examination-centric education systems. The findings are intended to inform professional development for teachers, highlighting effective strategies for implementing formative assessments. Furthermore, the paper aims to offer constructive feedback to schools on the curriculum implementation processes, particularly concerning assessment and feedback, and how they can better support student learning.

Author

• Hwei Ming Wong, National Institute of Education - Nanyang Technological University