Appropriate Assessment Models for Primary School Students to Balance Exam Preparation with Inquiry-based Learning and Well-being

Name and Constituency of Member of Parliament

Ms He Ting Ru, Sengkang GRC

Questions

To ask the Minister for Education given growing concerns about academic stress and mental health issues among children in Singapore, particularly in relation to the PSLE, how will the Ministry consider using more developmentally appropriate assessment models for primary school children, such as project- or portfolio-based assessments and regular bite-sized computer-adaptive testing.

To ask the Minister for Education whether the Ministry can provide an updated assessment of Singapore’s use of Primary 6 examinations, compared to other educational systems overseas that perform well for the Programme for International Student Assessment (PISA), in balancing examination preparation with inquiry-based learning and well-being.

Combined Response

1. Our teachers use a range of pedagogies to facilitate students’ learning, such as inquiry-based and collaborative learning. They also use a variety of assessment modes that are fit-for-purpose for school-based assessment, including modes like project work and oral presentation.
2. The Primary School Leaving Examination (PSLE) serves a different purpose to school-based assessment. Apart from being a useful checkpoint on students’ mastery of the primary school curriculum, the results also provide guidance for their next stage of learning and offer an objective way of posting students to secondary schools. Hence, the appropriate mode of PSLE is subject to more complex considerations.
3. Any form of assessment is likely to generate some stress. However, this does not necessarily mean that the assessment mode is not developmentally appropriate. Often, it is not the assessment itself, but what the assessment results are used for, and the expectation of one’s performance that drives academic stress. Changing the form of assessment without addressing the causes will ultimately not be effective and may even be counterproductive.
4. Over the years, efforts have been made to reduce the overemphasis on academic results and encourage a societal mindset shift towards holistic development. The blunting of the PSLE scoring system and the removal of mid-year examinations are some examples.
5. MOE continually studies high-performing overseas educational systems for practices that can potentially be adapted to our context. However, we are mindful that these systems operate in different contexts and deal with different trade-offs.
6. As part of the upcoming Education Conversations, MOE will engage and seek views from stakeholders on how we can address concerns over an education ‘arms race’ and reduce examination stakes, among other issues. Given the complexity of the issue and the diverse views among stakeholders, any major changes will need to be considered carefully.