Teachers are the key to quality teaching and learning, and the effective use of assessment. The following six Assessment Competencies are particularly important:

i. Designing assessment tasks appropriate for instructional decisions;ii. Planning assessment as part of an effective teaching-learning process;iii. Understanding and communicating the purposes and criteria of

assessments;iv. Developing students capacity for self-assessment for reflective and

self-directed learning;v. Providing feedback to students to improve their learning; andvi. Administering, scoring and interpreting the results.

To ensure rigour and alignment, these six competencies have been drawn from the Assessment Competency Framework developed by NIE as part of NIEs Teacher Education Model for the 21st Century (TE21).

MOE Assessment Competencies

Towards Learner-Centred and Balanced Assessment

Every education system strives to prepare our learners for the world they will find themselves in. To achieve this, our teachers should be able to skilfully employ appropriate pedagogies to facilitate learning experiences that develop 21st century competencies in our students. Quality learning takes place when students are engaged in the classroom and learn knowledge, skills, attitudes and values that span both academic and non-academic contexts. To check if learning is taking place as intended, assessment serves the central function of getting the best possible evidence about what students have learned. Teachers and students can then use this information to decide what to do next. It is important that we enhance the assessment competencies of our teachers and school leaders with respect to these areas, so that quality teaching and learning can be achieved in all classrooms.

To foster a common understanding about assessment, the MOE Assessment Philosophy contains the core principles that define our approach to assessment across the system.

Towards Learner-Centred and Balanced Assessment

Ministry of EducationSINGAPORE

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http://www.moe.gov.sgMOE_Assessment@moe.edu.sg

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quality teaching and learning can be achieved in all classrooms.

To foster a common understanding about assessment, the MOE To foster a common understanding about assessment, the MOE Assessment Philosophy contains the core principles that define our approach to assessment across the system.approach to assessment across the system.

Assessment is an iterative and continuous process which motivates learning and helps learners to achieve the learning outcomes stated in our curricular documents. The gathering and use of assessment information must become part of the ongoing learning process. Assessment can take the form of performance tasks, classroom tests or national examinations, but the underlying goal should be to facilitate meaningful learning where the learning process is developmentally appropriate, caters to students varied needs, and helps learners achieve our Desired Outcomes of Education.

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Assessment is integral to the learning process

Assessment should be fit for purpose and be based on sound educational principles. Decisions on what to assess and how to assess should be aligned with a clear purpose. A balanced assessment system consists of both Assessment for Learning as well as Assessment of Learning. In particular, formative assessment should be carried out during the instructional process for the purpose of improving teaching and learning, while summative assessment serves to provide information on students mastery of content knowledge and skills.

Assessment begins with clarity of purpose Assessment in schools should produce both quantitative

and qualitative descriptions of learner performance to provide feedback for improving future teaching, learning and performance. Assessment should also help students become self-directed learners. There is also the need to use different modes of assessment so that we can determine how best to support students in their progress with respect to different domains of learning.

Assessment is an integral part of the learning process, and must be closely aligned with curricular objectives, content and pedagogy. Both school-based assessment and national examinations play important and different roles in our education system. A balanced assessment system should have both Assessment of Learning as well as Assessment for Learning. Whether implemented as national examinations or in the classroom, assessment should lead to meaningful learning. The what and how of assessment should be anchored on the clarity of purpose (why). There should be regular gathering of quantitative and qualitative information about a learners progress and development, and such information should be used to inform learning and shape future teaching and learning practices.

Our Assessment Philosophy

Our Assessment Philosophy contains three key messages

Assessment should gather information to inform future practices