Creating Thinking Schools through Authentic Assessment: The Case in Singapore

Autor/inn/en	Koh, Kim H.; Tan, Charlene; Ng, Pak Tee
Titel	Creating Thinking Schools through Authentic Assessment: The Case in Singapore
Quelle	In: Educational Assessment, Evaluation and Accountability, 24 (2012) 2, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-011-9138-y
Schlagwörter	Foreign Countries; Student Evaluation; Performance Based Assessment; Thinking Skills; Inservice Teacher Education; Capacity Building; Skill Development; Developing Nations; Evaluation Methods; Educational Assessment; Educational Policy; Policy Analysis; Educational Development; Teaching Skills; Singapore + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Leistungsermittlung; Denkfähigkeit; Lehrerfortbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Singapur
Abstract	Using Singapore as an example, we argue that schools need to equip and encourage teachers to adopt authentic assessment in teaching and learning so as to develop the students' higher-order thinking. The importance of teaching and assessing higher-order thinking in Singapore classrooms is encapsulated in the vision of "Thinking Schools" launched by the Ministry of Education in 1997. Underpinning this vision is a shift from conventional assessment to authentic assessment. Unlike conventional paper-and-pencil tests that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem solving in authentic contexts. However, the creation of thinking schools in Singapore remains a constant challenge as many teachers tend to rely on conventional assessment and are often ill-prepared to implement authentic assessment. By presenting the findings from a recent empirical study, we propose that schools build teacher capacity by providing ongoing and sustained professional development on authentic assessment for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10