Lee, Ngan Hoe

The use of video-recording as a means of research in psychology is not new but it is not often used in Singapore for a number of reasons. Manpower, lack of technical assistance and time constraints are some comely cited reasons for the reluctance to use video-taping as a form of record taking. But the extensive use of video-recording by Prof. Jim Stigler in a substudy of the TIMSS on the comparison of classroom practices has given compelling evidence on the versatility of the use of video-recording in comparative research. Encouraged by the powerful evidence provided by the TIMSS, the writers have attempted video-recording in a comparative study of classroom practices in primary mathematics. The process of video analysis is undoubtedly time-consuming, but it is also an invaluable learning experience. This paper attempts to discuss the advantages and disadvantages of using video-recording as a form of research record keeping and for feedback in learning–teaching situations.

The role of assessment in informing the public and parents of the outcome of instruction has, at times, become an obstacle to assessment reforms. In Singapore, for example, the public has come to accept the norm-referenced way of reporting scores. On the other hand, assessments tools offered by researchers for the teaching of thinking are often criterion-referenced. There is, therefore, a need to provide a bridge to the two different kinds of assessment tools in order for those that promote thinking to be better received by parents and the public. This is crucial as they are also partners in the education process. The Japanese Open-Ended Approach to teaching mathematics has been developed and researched since 1971. The approach promotes critical and creative thinking within the context of mathematical problem solving. The well-developed assessment tool that has evolved from the approach reflects this emphasis on critical and creative thinking. However, as in many other cases, it is more inclined towards criterion-referencing. Based on this assessment tool, proposed by the Japanese Open-Ended Approach, this paper offers a reporting format that is aimed at helping to acquaint parents and the public with the assessment method, and, hopefully, to gain wider acceptance among them of new assessment methods to come.