Effect of Removing Mid-year Examinations on Students’ Well-being
Ministry of EducationSpeakers
Summary
This question concerns the impact of removing mid-year examinations on student well-being and whether academic pressure has shifted to end-of-year examinations. MP Gerald Giam Yean Song also inquired about efforts to implement alternative assessment forms to rebalance the emphasis on testing. Minister for Education Chan Chun Sing replied that the removal aims to reduce the overemphasis on grades and create more time for engaging, paced learning. He explained that feedback is provided through weighted assessments and classroom assignments, allowing for the development of 21st-century competencies. The Minister added that schools report positive feedback from parents and students regarding increased opportunities for discovery and more varied learning experiences.
Transcript
57 Mr Gerald Giam Yean Song asked the Minister for Education (a) whether the Ministry has assessed the effect of removing mid-year examinations on primary and secondary school students’ well-being and if the pressure on students is being shifted to end-of-year examinations; and (b) whether the Ministry is working with schools to rebalance the emphasis on examinations and tests with alternative forms of assessment.
Mr Chan Chun Sing: The purpose of education is to enable every child to learn values, skills and knowledge to develop into a healthy thriving person capable of contributing as a citizen. The school curriculum and programmes help students discover and learn, so as to reach their potential. Assessments serve as periodic points to gather information on students’ learning progress and to support them in their next stage of learning, such as in helping to determine the subjects and subject levels most suitable for them.
The removal of Mid-Year Examinations should be understood in the right spirit. It is not aimed at reducing stress per se, but at reducing the overemphasis on examinations and grades and to free up time and space for teachers to provide more engaging learning experiences and pace learning. This will give students more opportunities to strengthen their 21st century competencies and develop as self-directed learners.
Students will have sufficient feedback through a variety of ways, such as weighted assessments and classroom assignments, to improve their learning. Schools design a variety of assessments suited to the learning objectives.
Schools have given feedback that students and parents appreciate that there are now more opportunities for students to discover their interests and strengths. Teachers also have more time to provide a variety of learning experiences to cater to students' learning needs and to give feedback on their learning.
The Ministry of Education will continue to work closely with schools and stakeholders to ensure that our school assessments are appropriately positioned and designed to enable students’ learning, while mindful of their well-being.