Authentic and conventional assessment in Singapore schools : an empirical study of teacher assignments and student work

Koh, Kim & Luke, Allan (2009) Authentic and conventional assessment in Singapore schools : an empirical study of teacher assignments and student work. Assessment in Education : Principles, Policy and Practice, 16(3), pp. 291-318.

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This is an empirical examination of the quality of teacher assignments and student work in Singapore schools. Using a theoretical framework based on principles of authentic assessment and intellectual quality, two sets of criteria and scoring rubrics were developed for the training of expert teachers to judge the quality of assignments and student work. Following rigorous training, the inter-rater reliability of expert teacher scoring was high. Samples of teacher assignments and student work were collected in English, social studies, mathematics, and science subject areas from a random stratified sample of 30 elementary schools and 29 high schools. For both grade levels, there were significant differences for the authentic intellectual quality of teachers’ assignments by subject area. Likewise, the differences of authentic intellectual quality for student work were significant and varied by subject area. Subject area effect was large. The correlations between the quality of teachers’ assignment tasks and student work were strong and significant at both grade levels. Where teachers set more intellectually demanding tasks, students were more likely to generate work or artefacts judged to be of higher quality. The findings suggest that teacher professional development in authentic intellectual assessment task design can contribute to the improvement of student learning and performance. It is argued that this will be a key requisite of educational systems like Singapore that are seeking to expand pedagogy and student outcomes beyond a focus on factual and rote knowledge.

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ID Code: 27454
Item Type: Journal Article
Refereed: Yes
Additional Information: Special Issue: Assessment for Learning Revisited: An Asia-Pacific Perspective
Additional URLs:
Keywords: authentic assessment, Singapore, learning tasks
DOI: 10.1080/09695940903319703
ISSN: 0969-594X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) (130205)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Institute for Creative Industries and Innovation
Copyright Owner: Copyright 2009 Taylor & Francis
Deposited On: 22 Sep 2009 01:39
Last Modified: 23 Jun 2017 14:20

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