Assessment and Singapore

I taught first grade for seven years. In those seven years, 3 times a year my students were scheduled in the computer lab for a standardized test. It was test that all students in my school also took at the beginning, middle, and end of the school year. There was a test for each grade level that assessed language arts skills, reading skills, and math skills. I definitely find flaws in this assessment method for many reasons.

First, all children learn and test in different manners. If we know that we have to gear our teaching to meet all the diverse needs of our students, then why should be assessing them all in one way? Second, not all children are at the same level with their use of technology. We can’t assume that all children are able to use a computer, mouse, and headphones in an accurate manner. Finally, assessing only three academic areas does not aid in assessing the child as a whole. There are so many more things to a child than academic performance. Observation is a great way to assess other aspects that can be beneficial in overall performance such as behavior, social skills, and emotional intelligence.

As an educator, I always knew it was my part to assess my students’ performance in many ways. Sometimes you need to look at the child in whole group, small group, or individually. Other times, you need to use verbal assessing or observation. I will honestly admit that I never put too much trust into the performance of my students on standardized testing, and I am not sure why so many people think this is the only way to assess our students.

When I started looking up info about viewing children holistically, a lot of information about education in Singapore came up. Educators in Singapore have made many changes over the last few years to move to a more holistic approach to education. An article from The Washington Post quoted Prime Minister Lee of Singapore as he spoke about the approach in Singapore. He said;

“I think we should do more to nurture the whole child, develop their physical robustness, enhance their creativity, shape their personal and cultural and social identity, so that they are fit, they are confident, they are imaginative and they know who they are.

Every child is different, every child has his own interests, his own academic inclinations and aptitudes and our aim should be to provide him with a good education that suits him, one which enables him to achieve his potential and build on his strengths and talents. Talent means talent in many dimensions, not just academic talent but in arts, in music, in sports, in creative activities, in physical activities.

We need to pay more attention to PE, to arts and music and get teachers who are qualified to teach PE and art and music.

Give each one a tailored and holistic upbringing, so you get academic education, moral education, physical education, art and a sense of belonging and identity. We aim to build a mountain range with many tall peaks but with a high base, not just a single pinnacle where everybody is trying to scramble up one single peak. And we are realizing this vision."

It would make sense that their teaching and assessment would both be geared toward a holistic approach. I also visited the Ministry of Singapore to read a little more in-depth about the education system there. I find their approach very interesting and refreshing. If you have a change you can visit the website by clicking here.

*Source*

http://voices.washingtonpost.com/answer-sheet/guest-bloggers/what-other-countries-are-reall.html