//
you're reading...
Today

Teach Less Learn More In Singapore: Reforming Examinations?

However, by all accounts, children as young as primary-school age are still subjected to a pressure cooker environment, no thanks to the high-stakes exams and parents’ expectations” (Teach Less, Learn More – Have We Achieved It?, Miss Ng Jing Yng and Miss Sumita Sreedharan).

The commentary “Teach Less, Learn More – Have We Achieved It?” (August 24, 2012) by Miss Ng Jing Yng and Miss Sumita Sreedharan: it is extremely convenient to demonise the notions of rote memorisation and examinations, especially since “creativity” has been touted as a positive buzzword for educators, and has entered our education parlance. Nevertheless, the perceived monotony and repetitive nature of these pedagogies should not distract us from propositions that: first, it can complement innovative teaching strategies perfectly (without knowledge, there is no basis for learning); second, encourage collaborative efforts; and third, lay the necessary groundwork before any analytical or research skills can be processed (here).

As the Ministry of Education (MOE) is looking to review the overall examination standards in Singapore, I thought it would be interesting to explore some personal amendments or recommendations that could be adopted to fit within the Teach Less, Learn More framework.

Reforming Examinations?

Examinations could be made open-book, or students could bring in one-page guides.

1. With particular subjects at certain levels, examinations could be made open-book, or students could bring in one-page guides; practices employed for some modules in our universities. The justification is quite straightforward: we would like students to place more emphasis on understanding, analysing and processing the knowledge that has been prescribed, and not pedantically-mechanically memorise them for the sake of the examinations. The holistic nature of the examination would coerce students to learn more and to subsequently hone their skills through discussion and revision.

2. Without compromising the present rigour, coherence and effectiveness of our syllabuses, our examinations should incorporate more aspects or components that test competencies and skills, beyond the regurgitation of information per se. Skills must develop in tandem with the gains in knowledge, because the content is essentially a platform for the enhancement of capabilities. Take for instance linguistic education: rather than having a single written, final examination, useful assessment can take the forms of constructive class presentations, consistent reading assignments, as well as debates or classroom discourses. The respective proportions, of course, can be worked out by the MOE accordingly.

3. In continuation, such a distribution would spread the workload across an academic year, render undertakings more manageable, and reduce the unnecessary anxieties associated with cramming for a single paper that could make or break. Stress is inevitable, and can be a positive thing if it is managed delicately and progressively, if parents are drawn in as collaborative partners, and if the circumstances are aggregated to represent real-life scenarios.

4. The value of examinations can be heightened if diagnostic aids are provided to students, and there is more emphasis on post-examination evaluation and teaching-learning. We are so obsessed with scores and grades, that we forget that an examination is an excellent channel to ascertain our personal progress, and the areas for improvements. As it stands, test-takers are simply given their grades and final scores, without a breakdown or analysis of their performance in the respective subject components. Diagnostics are especially helpful for the languages, and could – in the future – be applied across the board to school-based assignments or tests since we want students to look beyond that transcript (here).

About guanyinmiao

A man of knowledge lives by acting, not by thinking about acting. Carlos Castaneda.

Discussion

8 thoughts on “Teach Less Learn More In Singapore: Reforming Examinations?

  1. Finally a post without the word ‘cognizant’. (Y)

    Posted by Mike | September 2, 2012, 11:54 am
  2. Frankly..teach less in school, learn more in tuition centres..This is the mantra. My kid went to class on day 1, the form teacher asked the class who are attending Tuition. almost all raise hands…the teacher sighed a huge relief….why ..she can now teach less….

    Teach less, learn more but the exams are tested on some topics not able to be covered on time in the class but in tuition centres.

    Posted by Mich | September 11, 2012, 4:46 pm

Trackbacks/Pingbacks

  1. Pingback: Daily SG: 31 Aug 2012 | The Singapore Daily - August 31, 2012

  2. Pingback: Enhancing, Not Removing, The Primary School Leaving Examinations (PSLE) « guanyinmiao's musings - September 26, 2012

  3. Pingback: On Streaming In Primary Schools | guanyinmiao's musings - May 22, 2013

  4. Pingback: Exam Answers On The Internet: Much Ado About Nothing | guanyinmiao's musings - November 6, 2013

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

w

Connecting to %s

Follow guanyinmiao's musings on WordPress.com

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 1,324 other followers

Twitter

%d bloggers like this: