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We should not engage teachers to mark cohort exam papers especially if their own children are studying in the same school. This is to minimise conflict of interest.

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Alternative assessment promotes critical thinking. The challenge is to ensure the tasks highlights pupils’ strengths and motivate them to shape their learning goals. On our part, we have to continue to engage and enthuse in our classroom and to prepare feedback for the assessments to ensure the learning progress of our pupils continues.

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Assessment can be used for reflection and learning. Setting personal targets to check if students has improved can be motivating. Teachers can acknowledge the improvement and encourage more growth.

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It’s good to have more WA practices rather than full papers at the beginning of the year. The students will not feel as stressed and can take better care of their well-being. WA papers can help students grasp concepts bit by bit, allowing them to fully understand all the material by the time the year-end exams come around.

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The purpose of pre-exam practice is twofold: first, to help students get accustomed to the duration, question types, and strategies of the exam; second, to encourage students to focus on identifying knowledge gaps rather than solely aiming for a passing grade. This practice allows students to experience a consistent level of learning pressure, preventing them from feeling unprepared and overwhelmed by stress when the actual exam arrives.

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alternative assessment tool is important to be aware of the understanding of knowledge. How can we scaffold development from the findings from these assessments?

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I think it is important to shift towards more assessment tasks which provide students with more authentic learning coupled with problem solving skills. Assessment task allows student to gain deeper knowledge and understanding when one completes it.

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I think it is important to assess pupils’ learning but we hv to be selective so that we do not overdo it. The end of year exam is sufficient for the non-graduating class. Alternative assessments can be done such as practical tests and perhaps more non-paper and pen tests.

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It is still essential to get non-graduating cohorts to work on at least one full paper timed practice so that they are prepared for the actual sitting of a paper, and not be shocked by the duration and rigour of the exam. This also helps with their stamina and time management skill. Of course, it should be conducted closer to the SA, not early in the year.

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Removal of double marking resonates with me. As teachers we mark the pupils' scripts, based on the errors they made award marks. It should be the same when marking SBA papers. This would be one way to reduce teachers' workload.

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Teachers are professionals. Just like surgeons, we don’t expect 2 surgeons/professors to be around for a surgery all the time, hence same should be for teachers.

That said, standardisation has to be done properly and selection of scripts should equip teachers to mark accordingly. Vetting should also be done meticulously to avoid any potential discrepancies.

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Double marking will ensure the accuracy of the marking because it reduces the likelihood of subjectivity in marking. However, not having double marking will greatly reduce the load work of teachers and allows them to use their time more meaningfully in class

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Getting them to focus on personalised goals to work towards rather than emphasising on importance of exams. They should know about the exams but conversation should perhaps focus more on achieving the goals they set.

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It is good to stop double marking but sample marking still needs to carry out...someone needs to also check the markings.

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4. We need more assessment tasks/alternative assessments to assess students’ learning.

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3. Practices such as double marking, group marking and standardisation are necessary for marking accuracy in all school-based assessments.

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2. Conducting full paper timed practice early in the year and giving graduating students more timed practice will better prepare them for the national exams.

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1. Emphasising the significance of assessment and students’ results is essential to motivate students to study.