What prompted/persuaded you to join NIE as a
teaching fellow four years ago?
As a newly-minted doctoral graduate, the
opportunity to work in a higher education context was a godsend. My original
intent was to apply the learning from my doctoral research in facilitating
teacher professional development in the context of lesson study. The
opportunity to work with NIE faculty enabled me to build my curriculum and
assessment expertise and participate in cutting-edge research on assessment
feedback in schools, which far exceeded my expectations.
What were the incidents or experiences that have
impacted you the most?
The incidents that have impacted me the most
revolved around my interactions with struggling students in the higher degree
programme, many of whom were trying to cope with the academic demands as well
as manage challenges at work and transitions at home. In sitting beside my
students to work out the learning issues with them, I found myself developing
greater empathy for learners and being more cognisant of the assessment
theory-practice nexus at work.
How has your philosophy and your pedagogy in
assessment changed?
My pedagogy in assessment has become less
teacher-directed and more student-driven over the course of time, shaped
largely by a deepening belief in the importance of fostering student voice and
developing self-regulation. This philosophy informed by my research experience
fuelled changes I made in involving students in assessment by way of co-constructing
rubrics, having students make feedback requests, peer- and self-assess.
What would be your proudest achievement?
My proudest achievement would be the publication
of the book ‘Designing quality assessment feedback in schools’ which I had
worked on with middle leaders from the MLS assessment feedback elective and
teachers from schools. This book project would not have been possible if not
for the encouragement from my mentors, A/P Kelvin Tan and Dr Tay Hui Yong, who
also gave invaluable feedback on the manuscript.
What is one thing you would say is most vital
for assessment to meet the needs of all learners?
For assessment to meet the needs of all
learners, one thing that is vital is to reframe what is deemed as a measure of
success. Valuing students’ personal best where we compare their current
performance to their past performances places a primacy upon the learners’
individual progress and development. The shift in emphasis can counter the
pressures of normative comparison and ensure that intended learning outcomes
are achieved by each and every single learner under our care, including those
struggling to learn.
What are your future plans for, and with,
assessment?
I hope to promote teacher inquiry into
assessment practices in schools to challenge ourselves to ensure that all
learners benefit adequately from assessment.