Changing Assessments and the Examination Culture in Singapore: A Review and Analysis of Singapore's Assessment Policies

Autor/inn/en	Wong, Hwei Ming; Kwek, Dennis; Tan, Kelvin
Titel	Changing Assessments and the Examination Culture in Singapore: A Review and Analysis of Singapore's Assessment Policies
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 4, S.433-457 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwek, Dennis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1838886
Schlagwörter	Foreign Countries; Student Evaluation; Testing; Educational Policy; Evaluation Methods; High Stakes Tests; Educational History; Educational Change; Summative Evaluation; Formative Evaluation; Diagnostic Tests; Holistic Approach; Elementary Secondary Education; Policy Formation; Parent Role; School Choice; Singapore + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsreform; Diagnostic test; Diagnostischer Test; Holistischer Ansatz; Politische Betätigung; Parental role; Elternrolle; Choice of school; Schulwahl; Singapur
Abstract	Assessment in education occurs for different purposes -- formative, summative, diagnostic, and each with different focus on educational process, education outcomes, and developmental reasons. Researchers in Singapore have documented the existence of tensions between the entrenched high-stakes examinations and attempts to introduce new modes of assessments such as Assessment for Learning practices, partly because policy attempts to change assessments invariably clash with the examination culture in Singapore. This article reviews and critically analyses assessment policies and their attendant precedents and consequences in order to better understand why these tensions around assessment exists. Drawing from institutional theory and the model of gradual institutional change, the review covers an extended period of over 150 years of assessment policies in order to show how the policy layering and conversion processes are attempting to drive both assessment changes and systemic tensions. The article will discuss how parents as a significant policy actor not only constrain policy intentions but create new institutional mechanisms that perpetuate these tensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01