Kim Koh|Allan Luke
Authentic and conventional assessment in Singapore schools: an empirical study of teacher assignments and student work
Nanyang Technological University|Queensland University of Technology
empirical examination quality teacher assignments student work singapore schools using theoretical framework based principles authentic assessment intellectual quality two sets criteria scoring rubrics developed training expert teachers judge quality assignments student work following rigorous training interrater reliability expert teacher scoring high samples teacher assignments student work collected english social studies mathematics science subject areas random stratified sample 30 elementary schools 29 high schools grade levels significant differences authentic intellectual quality teachers assignments subject area likewise differences authentic intellectual quality student work significant varied subject area subject area effect large correlations quality teachers assignment tasks student work strong significant grade levels teachers set intellectually demanding tasks students likely generate work artefacts judged higher quality findings suggest teacher professional development authentic intellectual assessment task design contribute improvement student learning performance argued key requisite educational systems like singapore seeking expand pedagogy student outcomes beyond focus factual rote knowledge