Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13760
Title: 
Does formal assessment in primary science support the TSLN vision?
Authors: 
Keywords: 
Primary science
Assessment
Higher order thinking
Problem solving
TSLN
Issue Date: 
Nov-2003
Citation: 
Boo, H. K. (2003). Does formal assessment in primary science support the TSLN vision? In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 548-558). Singapore: Educational Research Association of Singapore.
Abstract: 
The attainment of educational goals such as the inculcation of creativity, problem-solving and other higher order thinking needs to be supported in the teaching of specific content, appropriate methods of teaching as well as relevant modes of
assessment. As a broader range of teaching methods has been developed in schools in
the period from 1987 through to 1990s and the current millennium, with special impetus provided by the “Thinking Schools Learning Nation” drive, the question being raised in this paper is has assessment moved in tandem? This paper is focused
on formal assessment at the primary science level and highlights some areas where assessment items may in fact be counter-productive to the TSLN vision.
Description: 
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
URI: 
Appears in Collections:Conference Papers

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