Authentic and Conventional Assessment in Singapore Schools: An Empirical Study of Teacher Assignments and Student Work

Autor/inn/en	Koh, Kim; Luke, Allan
Titel	Authentic and Conventional Assessment in Singapore Schools: An Empirical Study of Teacher Assignments and Student Work
Quelle	In: Assessment in Education: Principles, Policy & Practice, 16 (2009) 3, S.291-318 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Performance Based Assessment; Assignments; Educational Quality; Scoring Rubrics; Evaluation Criteria; Elementary Schools; High Schools; Correlation; Social Studies; English Instruction; Mathematics Instruction; Science Instruction; Grade 5; Grade 9; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Leistungsermittlung; Assignment; Auftrag; Zuweisung; Quality of education; Bildungsqualität; Scoring formulas; Auswertungsbogen; Elementary school; Grundschule; Volksschule; High school; Oberschule; Korrelation; Gemeinschaftskunde; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Singapur
Abstract	This is an empirical examination of the quality of teacher assignments and student work in Singapore schools. Using a theoretical framework based on principles of authentic assessment and intellectual quality, two sets of criteria and scoring rubrics were developed for the training of expert teachers to judge the quality of assignments and student work. Following rigorous training, the inter-rater reliability of expert teacher scoring was high. Samples of teacher assignments and student work were collected in English, social studies, mathematics, and science subject areas from a random stratified sample of 30 elementary schools and 29 high schools. For both grade levels, there were significant differences for the authentic intellectual quality of teachers' assignments by subject area. Likewise, the differences of authentic intellectual quality for student work were significant and varied by subject area. Subject area effect was large. The correlations between the quality of teachers' assignment tasks and student work were strong and significant at both grade levels. Where teachers set more intellectually demanding tasks, students were more likely to generate work or artefacts judged to be of higher quality. The findings suggest that teacher professional development in authentic intellectual assessment task design can contribute to the improvement of student learning and performance. It is argued that this will be a key requisite of educational systems like Singapore that are seeking to expand pedagogy and student outcomes beyond a focus on factual and rote knowledge. (Contains 11 tables, 4 figures, and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10