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AAL is in response to OECD’s results and to give students more ownership over their learning.

My students will require growth in inventive thinking - tend to be passive consumers if media.

One way to promote this is through more alternative assessments.

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Being curious to learn, discover and question - how can we devise pedagogical strategies to develop such curiosity?

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The mindset of adults and environment is critical in changing the perception of assessment. Although we de-emphasise assessment, our subtle messages like body languages states otherwise.

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It is important as an educator for me to understand the changes happening globally and challenges a child may face. Adaptive thinking in such situations is important. Grades may not define this aspect.

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AaL is to give students more ownership in their learning and to co-create knowledge and learning together.

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Empower the students, teach them how to self-assess, starting from involving them in unpacking success criteria, using it to peer assess and finally applying the skill to self assess.

In my school probably adaptive thinking is one area we can focus on, students will need to be flexible and apply Design Thinking skills along with adaptive thinking.

(Swee Kun)

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Changing our mindset as a wholesome ecosystem in broadening the definition of success. To be more conscious with our actions & words may help to bring about the message across to parents & students that results are not the end goal.

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The importance of involving students (AaL) as part of the assessment to deepen their critical, inventive and adaptive thinking. And these are the skills that they will need to be future ready.

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I think the concept of AaL as the vehicle on our journey towards the DOEs is a good one. Assessment has never been a sexy term/topic and I don't think it has ever been at the forefront of any big narratives we throw out about the DOEs. However, with a shift in assessment mindset, hopefully something like AaL as the vehicle becomes better understood, accepted and adopted as it helps us to develop lifelong learners, which I feel is the manifestation of the self-directed learner.

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The assessment of learning in Singapore is critical to growing human capital because it focuses on encouraging our students to identify and develop the skills, knowledge, and competencies needed to thrive in a rapidly changing world.

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A more concerted effort is needed to move away from mainstream assessment. The education system will need to manage parents' perception & students-students perception of what is achievement and what to achieve. It is a refreshing take to focus on AaL with students involvement, to think about their own thinking, learning and progress, which many of them might not with parents leading their educational development.

Adaptive thinking. This requires opportunity for them to practice and apply being adaptable as such opportunity is difficult to craft or 'staged'. To be adaptable also requires a shift of emotion and be quick to review and assess existing situations in order to suggest new ways of dealing. This will require time, not what existing curriculum could afford.

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To include greater student involvement in the sensemaking process of assessments.

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AaL as the way forward. However, mindful it does not place over emphasis on assessments. It has to be more skills based - for future readiness. so wondering if the E21CC needs to be further paced.

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1. Involving students in the assessment of 21st-century skills is crucial. Empowering them to take ownership of their learning, set goals, and monitor and reflect on their progress will help them achieve the desired outcomes in these areas.

2. Adaptive thinking area (For students, adaptive thinking is important because it helps them tackle new challenges, adjust to different learning environments, and find creative solutions to problems.)

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1. Believing that assessment if for the growth in students as well as teachers. No nation can progress further when we stop thinking and working to improve ourselves.

2. Adaptive thinking part would be one piece of work we need for our school.

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1. Assessments have to be purposeful.

2. CAIT - skills to generate and evaluate novel responses and show curiosity. Resilience in the face of failure and resound to changing context nimbly. And values such as responsibility and care towards others.

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For low progress learners, many of them continue to have anxiety about their grades for tests/exams. With AaL, they can have ownership over their learning by determining their own success criteria, and then work with their teachers on how they can improve and grow. Success can come in time with effort.

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How student agency, done right, can help close the self-reported gaps in the PISA results.

CGC, in a SAP school, it is necessary to engineer the authentic learning opportunities as frequently as possible

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For AoL, AfL & AaL to work effectively towards the right direction, there needs to be a shift in mindset in broadening the definition of success.

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What resonates thus far is the purpose behind AaL, how students can play a more active role in their growth and development. The 'elephant in the room' about impact on student well-being can perhaps advice us further in our approach as teachers in facilitating the acquiring of the 21CC outcomes. I feel in this VUCA world, my students need to be adaptive to navigate the future.

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Recognizing the importance of relooking the role of students in their own learning and that they do play critical part to assess how well they learn and how they could move forward.

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The result of the study shows how sense belonging and growth mindset affects students. I feel strongly in this. Students needs to learn how to be adaptable. As teachers, it is not easy to create meaningful opportunities to help students hone this skill.

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When crafting learning experiences, give student autonomy to decide the choice of activities they are interested in. How to engage learners to be curious on what they are learning.

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What set me thinking was about our own narratives as teachers and parents. As much as we de-emphasize assessment and want them to focus on doing their best and making improvements, I think it is also important to hear from our students. What do they think? What is their idea of do their best? And is their perception when we say so? AAL perhaps is a good way for us to also get them into the conversation as we move towards a healthier mindset of assessment.

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The importance of communicating to stakeholders about having confidence in every child that everyone is unique and has diverse strengths. We should not give students the impression that their academic performance makes up their identity as a person.

I think we are giving our students more opportunities to speak up and collaborate in lessons. Having said that, we should be more intentional in designing lessons with IBL pedagogy. Allowing students the pathway to grow in their social emotional competencies.

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Is all about ownership and the purpose of learning. It is important to provide varied paltforms for students to practice what they have learnt. Help them to see the bigger picture. Learning is beyond grades.

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Involving learners in assessment creates the opportunity for students to have ownership of their learning. This opportunity needs to be inteintentionally embedded in day to day learning experiences.

My students will more opportunites in critical thinking. Teachers tend to handhold students closely such that students, especially in low progressing group seems to be have become dependent on the teacher to even complete corrections.

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What has resonated: Students focus too much on academic performance and they lost the joy of learning. While schools try to change that, all of us (teachers, parents, students…) needs to learn as whole.

E21CC that requires more attention: Adaptive and inventive thinking. Students are too used to being provided with everything, what would they do if help is not available?