Lessons from a disciplined response to COVID 19 disruption to education: beginning the journey from reliability to resilience

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
K. Tan
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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.
纪律严明应对2019冠状病毒病对教育的影响:开启从可靠性到韧性的旅程
评估系统奖励确定性,并在可预测性上茁壮成长。然而,COVID-19大流行严重惩罚了我们的评估体系,因为我们在高风险评估中过度依赖受控前提,这应该迫使我们重新审视评估政策和改革中对确定性和控制的依赖。新加坡是在全国范围内审查这种重新审查评估必要性的有益背景。这个城邦通常以严格的纪律、标准化和细致的协调来协调其重大的政策改革。然而,这些品质可能并不适合大流行后未来的评估改革需求。本文审查了最近的三项评估改革,作为基于确定性的大流行前评估政策的例子。本文讨论了这些改革是否适合大流行后的目的,并主张将评估的重点从确保考试可靠性转移到培养学习者的评估弹性上。
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
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.
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