Assessment

We just finished our Geography module today! And of course, it is logical for us to end with a look at 'assessment'. I think Eu Khim makes a good point in his blog about how it might be more helpful to look at assessment prior to microteaching, so that we can structure assessment requirements into our lessons and to put in more consideration for assessment within our pedagogies. However, I feel that there's value in leaving it to the end too. For one, assessment considerations are necessarily very pragmatic in nature, and introducing it before microteaching may kill a bit of our idealism in creative teaching. Secondly, it is a good way to end off the module. Food for thought: did we allow assessment requirements to guide our teaching and curriculum, or are we allowing the curriculum and 'Big Ideas' to run the show? Basically my fave debate between idealism in teaching and pragmatic education requirements once again. But that aside, let me do my bit of assessing on assessments here, based on the last couple of sessions:

1) Assessment is so subjective! Gee, even before we were introduced to levels marking, we had a hard time agreeing as a class how marks should be awarded. I foresee many catfights in time to come in our staffrooms, and the absolute need for moderation. That being said, a lot of the ambiguity can be resolved with a careful setting of questions and marking scheme. Honestly, some of the questions and schemes we looked at during class were not quite up to standard. Its easy to critique of course, but there really is value in putting more effort to setting clear questions and devising a clear marking scheme. The 'big idea', the motivation behind questions set must be clear, and issues of validity and reliability will more easily (and hopefully, naturally) be put in place. I am not a big fan of the A01 + A02, A01 + A03 structure as it is too deterministic, but the motivation behind it is clear. We are seeking to assess and hopefully help students develop their knowledge, thinking and judgmental skills, and really, when setting questions, it should not merely be an exercise to meet with deadlines appointed by the HOD. Hee.. MOE will do well to employ more teachers and spread out thinner the responsibility of exam paper setting in every school. That brings me to my next point..

2) Assessment is so taxing! Wah lau, just kill me will you, the marking schemes are so tediously long and detailed! And yet it is necessary (see point 1 above). I cannot imagine having to set papers, devise marking schemes, and mark tons of papers in the future! This is one MINOR annoyance I forgot to consider when I signed my teaching contract!

Levels marking may make our time easier though. Merits of this form of assessment for a students' learning aside, practically speaking, it may be easier for teachers to assess and mark papers in the future. Marking scheme may be less pedantic too in nature. But perhaps this is just me bring hopeful (crossing my fingers haha).

But seriously, I like levels marking. It really puts assessment and education into the right perspective. We are testing students not so much of memorization skills, but also of attitudes. Levels marking will do much to advance thinking skills in students, and hopefully allow them to form opinions and judgments of their own of pertinent issues in this world we live in. Of course, Singaporeans being exam smart, we will soon have students spouting clichés like 'I agree with you to a large extent' in time to come. Let's hope it won't come down to that. Or worse.. we might have develop a breed of smart-alecky students who are so bold like our terror guests in class just a few weeks ago. Heh. You know my view on that. See my post a couple of weeks ago.

3) Finally, my last point: Assessment is so important! And not just for paper qualifications' sake.. We often forget that assessment takes two forms: Summative VS Formative marking. An ability to look at a question, and answer what it requires, to form an informed opinion – these takes time. And really, regular assessment modes of various kinds, not just final year exams, will allow us teachers to gauge how well our students are doing. Just look at the sample scripts over the last couple of sessions. It was easy to identify the areas which the students needed more guidance on. Just a simple paper test, some verbal questions, or some creative exercise can reveal to us teachers what our students have understood, and what needs to be built on.

Much better than staring at blank faces in class after we babbled on too much. Which is what I have done here, rambled on too much. Sorry, a UK syndrome. But I am not the worse, aye? Haha.