Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24841
Title: 
Authors: 
Keywords: 
Resilience
Student voice
Assessment reform
Meritocracy
Feedback
Issue Date: 
2022
Citation: 
Tan, K. H. K. (2022). Lessons from a disciplined response to COVID 19 disruption to education: Beginning the journey from reliability to resilience. Assessment in Education: Principles, Policy & Practice. Advance online publication. https://doi.org/10.1080/0969594x.2022.2162480
Journal: 
Assessment in Education: Principles, Policy & Practice
Abstract: 
Assessment systems reward certainty and thrive on predictability. However, the COVID-19 pandemic has punished our assessment systems severely for over reliance on controlled premises for our high stakes assessment, and this should compel us to re-examine the reliance on certainty and control in our assessment policies and reforms. Singapore is a useful context to examine such re-examination of assessment imperatives on a national scale. The city-state typically orchestrates its major policy reform with great discipline, standardisation, and detailed co-ordination. However, such qualities may not be ideal for its assessment reform needs in the post-pandemic future. Three recent assessment reforms are examined as examples of pre-pandemic assessment policies predicated on certainty. This paper discusses whether such reforms are fit for post-pandemic purpose(s), and argues for shifting the emphasis of assessment from securing examination reliability to developing learners’ assessment resilience.
URI: 
ISSN: 
0969-594X (print)
1465-329X (online)
DOI: 
File Permission: 
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File Availability: 
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