Trust is an essential component of an effective functioning society. At the macro level, we trust the judicial system to mete out fair justice to criminal perpetrators. At the micro level, we trust in the integrity of other individuals whenever we purchase a product. In education, we place trust in the pedagogical efficacies of teachers and the curriculum knowledge of specialists. It is no different in the assessments that are administered. We trust that national examinations are successful in student placements and that the formative assessments we design would be able to sieve out learning difficulties of students. Certainly, regardless of purpose and design, the effectiveness of an assessment is proportional to the amount of trust that assessors and stakeholders place in it.
This issue will explore the roles and impact of trust in
assessments. It begins in the Focus section where trust in both summative and
formative assessments are examined. The impacts of (dis)trust in these
assessments as well as approaches to enhance trust are gleaned from literature
to provide the reader with a concise view of these issues. Following that, Dr
Jessica To discusses the role of trust in feedback engagement. Strategies that
can develop communication and competence trust in feedback processes are
suggested for educators.
In the Featured section, we present how teachers’ and students’
trust in assessment can produce results. Shynn Lim and Maybellina Lim reflect
how the social-emotional competencies of students in Juying Secondary School
are enhanced through dialogic feedback and meaningful talk. They share the
means in which teachers leverage on a social-emotional assessment tool (SEC
Inventory) to increase the effectiveness of the approach. Next, a team of
senior teachers in chemistry from five different schools illustrate how they
co-designed a peer review workshop to enable student feedback literacy. Steven
Wong, David Loh, Yew Kai Long, Tan Keng Hsin and Loy Hui Chun describe the
provision of peer feedback in their chemistry lessons and how it has impacted
students. Finally, a team of teachers from Riverside Secondary School share an
ongoing science assessment journey undertaken by the school to develop
students’ independence in learning. Fung Eng Chu, Tan Xing Yu, Tan Thiam Soon
and Lee Min Huey elaborate on the various approaches that were implemented.
When teachers and students trust the value of their assessments, change will
ensue and learner outcomes will follow.
Can we trust students to shape education positively? In the
Noteworthy Assignments section, a team of participants in the Leaders in
Education program believe that tapping into student voice has the potential to
amplify learning. Benjamin Quek, Ho Hil May, Leow Yen Ming, Martin Chan, and
Nurazian Bajuri share an online platform in which they advocate for entrusting
student voice. Next, Suja and Xinlin from the MTeach program examines their own
AFL practices for primary one students. To conclude for this section, Han Zi
Rui from the Management and Leadership in Schools program reflects on changing
perceptions of assessment in schools.
In this issue, we are happy to be able to interview two of our
long-time editorial board members, Sheree Kuek and Dr Rachel Goh as they share
their personal assessment journeys. Sheree is currently the principal of Choa
Chu Kang Primary School whilst Rachel is a teaching fellow in NIE who will be
rejoining MOE/ELIS in 2022. Their involvement in the bulletin has undoubtedly
enriched our dialogues and we leave it to the reader to read through the
conversations in the News section. At the same time, we would also like to take
this opportunity to welcome two new editorial board members into our executive
committee: Lee Peck Ping and Devi Durka. Peck Ping is the current principal of
Edgefield Secondary School and Devi will be joining the National Institute of
Education as a Teaching Fellow. We will get to know more about them in the
later issues of the bulletin.
Last, we are interested in involving you, our readers, to connect
with us in discussing matters raised in this issue. Do join us at our
post-publication conversation on 18 March 2022 (Friday), 3pm-4pm. If you are
interested in joining us, please click here to
register.
With that, I leave you to enjoy this issue.
Cheers,
Kah Loong