Study of teachers’ perception in the evaluation process at the upper secondary level focusing on problem-solving skills

Abstract

This study examines one critical aspect of the new learning framework: the readiness of our teachers to teach and assess these new skills such as problem-solving, critical and creative thinking, judgment and decision- making, leadership, teamwork, communication and other effective habits of mind. A sample of 24 teacher-trainees in their final semester from various disciplines in the Post-Graduate Diploma in Education (PGDE) Programme at the National Institute of Education (NIE) was involved in this preliminary study. They were required to answer a survey questionnaire, modified from a similar study undertaken in Japan (Wai & Hirakawa, 2001), focusing on problem-solving skills: thinking, judgment and expression. It was found that while teacher-trainees generally agree that these new skills are important, many are uncertain how to teach these skills in a systematic manner. In terms of evaluation of these skills among students, teacher-trainees recognize the importance of multiple modes of assessments. Nevertheless, they foresee difficulty in assessing certain aspects of thinking and judgment skills. In conclusion, the study suggests that further teacher training in soft skills is appropriate as is adequate exposure to assessment issues surrounding alternative modes of assessment in real-world, authentic- context.