{"title":"Lessons from a disciplined response to COVID 19 disruption to education: beginning the journey from reliability to resilience","authors":"K. Tan","doi":"10.1080/0969594X.2022.2162480","DOIUrl":null,"url":null,"abstract":"ABSTRACT Assessment systems reward certainty and thrive on predictability. However, the COVID-19 pandemic has punished our assessment systems severely for over reliance on controlled premises for our high stakes assessment, and this should compel us to re-examine the reliance on certainty and control in our assessment policies and reforms. Singapore is a useful context to examine such re-examination of assessment imperatives on a national scale. The city-state typically orchestrates its major policy reform with great discipline, standardisation, and detailed co-ordination. However, such qualities may not be ideal for its assessment reform needs in the post-pandemic future. Three recent assessment reforms are examined as examples of pre-pandemic assessment policies predicated on certainty. This paper discusses whether such reforms are fit for post-pandemic purpose(s), and argues for shifting the emphasis of assessment from securing examination reliability to developing learners’ assessment resilience.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2022.2162480","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Assessment systems reward certainty and thrive on predictability. However, the COVID-19 pandemic has punished our assessment systems severely for over reliance on controlled premises for our high stakes assessment, and this should compel us to re-examine the reliance on certainty and control in our assessment policies and reforms. Singapore is a useful context to examine such re-examination of assessment imperatives on a national scale. The city-state typically orchestrates its major policy reform with great discipline, standardisation, and detailed co-ordination. However, such qualities may not be ideal for its assessment reform needs in the post-pandemic future. Three recent assessment reforms are examined as examples of pre-pandemic assessment policies predicated on certainty. This paper discusses whether such reforms are fit for post-pandemic purpose(s), and argues for shifting the emphasis of assessment from securing examination reliability to developing learners’ assessment resilience.
期刊介绍:
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.