Aligning Curriculum, Teaching and Assessment: Case of Singaporean Schools Presenter : Dr Wei Shin Leong National Institute of Education, Singapore weishin.leong@nie.edu.sg

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subtitle Part 1: Context of Singaporean schools and framework of alignment Key stakeholders in alignment work Part 2: Evaluation of alignment – challenges and issues Responsibilities of teachers and school leaders

subtitle The importance that Singaporeans attach to education as shown in the growing education budget each year, reflects the larger role that education plays in Singapore’s economic and social development. Education is not merely about allowing individuals to discover their strengths and realise their potential, but is also regarded as a critical pillar for supporting economic growth and building a nation. (MOE, 2010)

Valuing our learners and learning values subtitle Valuing our learners and learning values ".... Over the past decade, we have created many new opportunities for every Singaporean to shine – new pathways, more options and greater flexibilities. Our children, regardless of family circumstances, are able to benefit from a wide range of enrichment activities and overseas programmes, … We want to make our education system even more student-centric, and sharpen our focus in holistic education – centred on values and character development. We could call this Student-Centric, Values-Driven education, with every school a good school." Mr Heng Swee Keat Minister for Education, 2011

subtitle GCE National Examination Sec 1 Sec 2 Sec 3 Sec 4/Sec 5 GCE National Examination (In collaboration with University of Cambridge) CA SA Term 1 2 3 4 Pri 1 (Age 6-7) Pri 2 Pri 3 Pri 4 Pri 5 Pri 6 National Examination (PSLE)

subtitle Assessment = Blackbox? = 70%

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subtitle 21st Century Competencies To help Singaporean students thrive in a fast-changing world, MOE has identified competencies that have become increasingly important in the 21st Century and not just academic excellence. These competencies, represented in the framework, underpin the holistic education that Singaporean schools provide to better prepare our students for the future. It is envisaged that schools and parents need to work hand-in-hand to help our students develop these 21st Century Competencies. We can expect teachers to find it challenging to teach and help students learn these competencies while juggling with other subject teaching and learning.

Content reduction for each subject of between 10-20 percent. subtitle System Realigment in Teach Less, Learn More Content reduction for each subject of between 10-20 percent. Teachers’ teaching hours reduced – given ‘white space’ to design/customise lessons Encouraging school-based curriculum innovations (SBI) to design curricula that best meet the interests and abilities of students. The banding of schools by their absolute academic results to be abolished To provide greater space for school-based flexibility in the curriculum, there was judicious content reduction across subjects so that 10 to 20 per cent of curriculum time could be freed up as ‘white space’. Teachers have the autonomy to use the ‘white space’ to customize lessons, using a variety of teaching and assessment methods to better meet the needs of their students.

subtitle PETALSTM Framework To help teachers to plan and introduce what holistic and engaged learning could look like in every lessons, a teaching-learning-assessment framework is introduced to all schools which help teachers to align various components of teaching, learning and assessment. Known as the PETALS framework, this framework introduces specific strategies teachers could make use of in terms of curriculum planning and selecting appropriate pedagogy.

subtitle It is against, and amidst a context of changes in the curriculum and pedagogical approaches, that the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced, after announcement of new ‘Holistic and Balanced Assessment’ initatives by the Ministry of Education (PERI, 2009; Heng, 2011). This involves dismantling the testing regimes that are happening particularly in the lower primary classrooms. This new phase of Singaporean education brings a sharper focus to holistic education through aligning changes in curriculum and pedagogy, with its final piece of assessment.

subtitle Visible Assessment Intended Student Teaching/Learning Outcomes Visible Assessment A Teaching and Learning Environment Actual Student Learning Outcomes School graduand attributes Subject specific B C National Examinations D E

SummativeAssessment Task subtitle Intended Student Teaching/Learning Outcomes A SummativeAssessment Task Formative Assessment And Rubric Summative Assessment Task Actual Student Learning Outcomes School graduand attributes Subject specific B C National Examinations D E

Align to learning and teaching subtitle Assessment Guiding Principles of Align to learning and teaching Provide regular, timely and constructive feedback to improve students’ learning Make clear assessment criteria Give students choice in selecting assessment tasks

Authentic/Alternative Assessment subtitle Formative Assessment Authentic/Alternative Assessment Rubrics 21st Century Competencies Self-Directed Learning

subtitle Key stakeholders in alignment work: Ministry of Education (Curriculum Planning and Development Division, School Division, Curriculum Policy Office and Student Development Curriculum Division) Singapore Examination and Assessment Branch

subtitle Part 2: Evaluation of alignment – challenges and issues Responsibilities of teachers and school leaders

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External Validation (EV) every six years subtitle Other features of SEM External Validation (EV) every six years EV team consists of MOE officers, superintendents, principals, external assessors Report is given to each school indicating strength and areas for improvement Continuous improvement is accelerated and multiplied by the sharing of good practices at the cluster, zonal and national level

subtitle Challenges Superficiality Sustainability Complexity

subtitle Responsibilities of School Leaders and Teachers School leaders understand and use national frameworks to inspire and guide teachers on curriculum philosophy, lesson design principles, pedagogical approaches and assessment of student Flexibility and autonomy devolved to school leaders and teachers to promote greater school and teacher ownership of students’ learning Maintain high standards and accountability through rigorous national examinations and external audit

Fine balance between centralisation and autonomy subtitle Conclusion Fine balance between centralisation and autonomy Alignment of curriculum, teaching and assessment require system wide coherence (and therefore policy makers, school practitioners and academics need to work closely together) “It takes a whole village to raise a child”

THANK YOU Dr Wei Shin Leong National Institute of Education, Singapore weishin.leong@nie.edu.sg