28 June 2006

Level of Difficulty of Interim Chinese Language Exam Will Not be More Difficult than the Previous Format

1. Recent letters and a commentary in Zaobao Forum had expressed some uneasiness over the the PSLE interim examination format for Chinese Language. The writers were concerned the adjustments made would lead to an increased level of difficulty, and that teachers were not adequately prepared for the changes.
2. MOE and SEAB would like to reassure parents that the overall standard of the interim PSLE examination format will not be more difficult than the previous format.
3. The adjustments to the examination format have been made to improve the teaching and learning of Chinese Language in schools. These are meant to be interim changes, to serve as a bridge to the 2010 PSLE examination, which will be aligned to the revised Chinese Language curriculum.
4. The Chinese Language Curriculum and Pedagogy Review Committee (CLCPRC) in 2004 found, after consultation with teachers, students and parents, that there was over-emphasis on character memorisation, as well as the testing of language in isolated context. This often led to undue emphasis on repetitive drilling in schools.
5. In line with the recommendations of CLCPRC, the following guiding principles were used to revise the examination formats:
   • Increase the weighting of oral and listening comprehension by 5%;
   • Encourage usage of language in context;
   • Reduce testing of vocabulary in isolated context to lessen the burden of mechanical memorisation;
   • Ensure that overall standard of the interim format will not be more difficult than the previous format.
6. Hence, to reduce the burden of character memorisation, items such as “Choose/Write/Match the correct character” and “Sentence Completion” have been removed. The interim format will include more contextualised and authentic items, such as advertisements. As Gao Jingxiang (“Teaching of Chinese Language and changes in examination format”, 8 May 06) noted, authentic and contextualised items would enable students to find Chinese Language a living language and learning thus can be more related to daily life. However, these items will be adapted and pitched at a level accessible to P6 students. In addition, the vocabulary used in the comprehension passages and test items are those in which students have learnt through the textbooks. Students will not be tested on vocabulary which they have not learnt in their textbooks.
7. Some writers also raised concerns with examination items such as “Complete the Dialogue” and multi-choice questions. The first item requires candidates to choose the most suitable answer from the given range of options for the different parts of a dialogue. The questions should be carefully thought through and positioned within suitable contexts, so that there are sufficient cues for students to arrive at the correct answers. Such questions have in fact been included in the Chinese Language workbooks produced by MOE - they should therefore be familiar to students. Hu Yuhuan (“Further discourse on the exam format after the reforms of CL teaching”, 8 Jun 06) commented that the new format had more multiple-choice questions. We wish to clarify that there is in fact a balanced mix of free response and multiple-choice questions.
8. Assoc Prof Lee Cher Leng (“Many sudden Changes + Teach Less Learn More=Arbitrary testing”, 17 Jun 06) was concerned that the changes were sudden, leaving students, parents and teachers unprepared. Teachers had in fact been briefed on the interim changes in early 2005, allowing time for them to prepare students for the PSLE in 2006. MOE also conducted a number of workshop and sharing sessions to guide teachers on question-setting within school examinations. Teachers have been advised to pitch school examinations at an appropriate level when adopting the interim format. Resources such as exemplars and assessment guidelines have also been disseminated to schools. We would also like to assure that MOE has been monitoring the situation in schools closely, and providing assistance to schools where necessary. We will continue to work closely with teachers who may need further support.
9. We understand that students and parents will feel a sense of uncertainty in light of the adjustments to the examination format. We will constantly seek to work with schools and teachers to provide adequate guidance and training to help students cope with the interim examination format. We welcome feedback from parents at all times. Parents can email to the following email address: contact@moe.edu.sg
10. We would like to thank the writers for surfacing their concerns. With the support of teachers and parents, we hope that students will be able to enjoy the learning of the Chinese Language, and to use the language comfortably and effectively.

Ho Peng (Ms)
Director, Curriculum Planning & Development
Ministry of Education

Tan Yap Kwang
Chief Executive, Singapore Examination & Assessment Board