In our pragmatic and “kiasu” Asian society, assessment is something that weighs heavily on our students. Previously before this exploration, my concept of assessment is one that is very structured and serious. While it can still be the case, this module offered some insightful alternatives where assessments can be done trough bite size pieces instead of one major assessment in the end. This is also in alignment with our general move towards a less exam oriented education system to one that I focuses more on the development and inculcation of life long learning in students. I believe that this is a good move, re-centering the purpose of education to be one that is more pure, and this can be done with the aid of technology.

There are multiple various forms of assessments, from the ones that we are used to such as kahoot, where assessments are being gamified, it takes away the stressors of assessments while allowing both the teacher and the students to check up on their understanding of the topic. Other alternatives that serves different purposes such as edpuzzle that allows educators to utilise the interactive element to present and consolidate ideas. This allows for more interactive learning rather than one that is stoic. All these technological tools also allows teachers to be more up to date with student’s current progress, and allows for more self directed learning. This allows the teachers to see any doubts and weaknesses and address it promptly rather than the traditional form of examination that comes periodically.

While the use of generative AI is becoming more prevalent in society, offering many attractive benefits such as boosting the efficiency of work, it is crucial for us educators to guide students towards the appropriate use of AI so as to not sabotage their learning and development. In the context of music education, the inappropriate application of AI can hinder the musical development of students if it used to entirely replace the creative process of making music and performing. Therefore, a possible application of utilising AI in teaching music can include generating a composition/song using Gen AI tools and getting students to critically evaluate the work for its merits and flaws. They can then pick out  elements that they like to develop them into a composition on their own, exercising their musical skills and creativity through the process, rather than relying on AI to replace the music making entirely. Besides which, AI chatbots could also be utilised to help students learn more about a particular musical concept or artist (eg. AI chatbot acting as a deceased musical artist and answering questions by the students).  

While many students today have lost interest to learn, for example Chinese language, due to the content being too hard or not engaging. This results in students being unwilling to learn and losing motivation. However, the use of games can be an eye-catching medium for students to be motivated to learn. Games are not necessarily distracting and negative; they can be a useful tool that enhances students' learning when it is used correctly. For example, students can experience virtual reality games that are designed by Chinese teachers to learn Chinese or Singaporean Chinese traditional culture. Students will need to complete quizzes, missions, and a treasure hunt in the game to collect sufficient stars. When a certain number of stars are collected, they will win the game. A ranking system can be added to give students the incentive to complete the activity. During this process, students can make connections to the concepts and the visual images they can see. This can strengthen their memory of the information taught. More importantly, students get to try again when they fail or play the game at their own pace, which boosts confidence, and differentiated learning can be done as well. Through learning using games, students would be more engaged, and they would find their love for learn again, hence encouraging positive learning mindsets.

Flipped learning refers to students learning the concepts and content at home while the teacher goes through application of the content in the classroom.

This is beneficial in my subject area of music as it saves time going through content in class as general music is usually allocated at most 1h per week.

Therefore, having students do the work at home increases the amount of time i can spend going through the thought processes of a musician.

One way of doing this is by getting them to learn a few concepts and skills, and then applying these concepts to a task.

Lets say we are using garageband, then the students can learn how to use garageband, as well as fundamentals of music production. Then, the task could be coming up with a 1 minute cover of a song, which they will work on at home.

Finally, in class, I can critique and get them to talk through their thought process as they are composing the music.

Flipped learning refers to students learning content outside class, and then applying it in class.

For music, this is useful because it saves curriculum time for me to be more productive in class.

Lets say we are using garageband, then students can learn how to use garageband and music production. The task to be done at home could be doing a 1 minute arrangement/cover of a song. Then in class I can go through the student's work and then critique it. This will illustrate the thought process of a music producer which enables them to better understand the process of music production.

What is flipped learning?

The teaching part is done as a form of homework (i.e. content) and the application aka doing homework (higher level of Bloom's taxonomy) is done in class with the assistance of the teacher.

How to apply flipped learning to a Chinese class?

Firstly, we need to break down Chinese language learning into smaller pieces. In Chinese language learning in the Secondary School level, there are writing, speaking, listening and reading. But for this to happen, students need to have the necessary content knowledge such as the vocabulary, grammar, writing structure, and this can be taught online through videos. In class, students can learn to apply the content through hands-on activities, such as writing, reading, speaking etc.

How to motivate the students to watch the video related to the content outside of class?

Have more videos that are short rather than long videos. Have a thinking question at the end, and the students are to give the answer as an entrance ticket

How to prepare the students for a flipped classroom?

Teach the students how to watch the video. Have a worksheet that helps to allow students to know what to look out for in the video.

Gamification refers to the act of adding game elements to existing frameworks or lesson content, often as a way to get students' attention and act as a "hook" for learning. Game-based learning, on the other hand, refers to the act of learning through play. We often think of children as having shorter attention spans and hence easily distracted, but the truth is that children can pay attention when they want to--- they simply choose not to because the way in which information is provided is simply not engaging.

Gamification is commonly used in the classroom through group-based activities where students work together to try to earn points, or in SLS modules where stories and badges pop up at certain checkpoints. I believe that Game-based learning, however, can provide new opportunities for learning and growth in the classroom. For example in English, we can use the "Snake Oil" game to teach students how to develop confidence in their oracy and argumentation skills. This game requires students to form groups, and each group is given a pair of nonsensical words, which is meant to become the name of a product that they are trying to sell. Each group then takes turns to convince other "customers" to buy their product. This form of game-based learning not only makes the act of learning fun, it also provides a low threshold for success, providing students with opportunities for discussion, argumentation and the exchange of ideas. Such game-based learning also provides concrete hands-on experiences that students can draw on, and in the future, make connections to their school assignments, thus allowing them to understand abstract concepts more easily.

It is hard to reconcile the ideas of Art and Artificial Intelligence, because of the ethical issues on how training sets were put together and also how this impacts intellectual property rights.

I would want to focus on building my student's integrity when using AI and I would start that by getting them to explore how AI changes the experience of art-making.

A possible lesson activity would be to get students to explore different AI tools to see how far they can push each to retain their artistic intentions in the work created. Artistic intention here is important because I don't want students to give me meaningless work created by a machine.

I could get them to create an illustration of their Favourite Singaporean meal for perhaps National Day. Students will need to refine their prompts with AI generated illustrations, such that the generated work has some direction/artistic intention involved. They can play around with AI-generative tools like nightcafe or google veo (requires more prompt construction, less technical skills), and also compare that to the experience of using AI-assisted drawing apps like Amberdraws (requires more drawing skills).

After this class, I believe that it would be beneficial to get students to discuss how far they could use AI for their artistic intentions and whether changing the AI tool made a difference. I can also get them to question 'what makes an artist an artist?' -- whether the artist must be the person/tool that creates the artwork or if he is the artist because of his artistic intention? (This question ties in quite nicely to Pop Art and Ready-Made artworks as well.)

When I think about teaching geography, I want my students to feel part of the world they are studying, not just memorising facts. Game-based learning is exciting because it allows students to step into roles like explorers or planners and experience geography as something alive and meaningful. That is the nature and beauty of geography, where everything is always changing.

I think that games also provide a safe space where mistakes are part of the journey. Students can gain / lose points when they answer questions in the game. The storytelling element can make learning feel more fun through an adventure. This is different from the usual methods of memorizing geographical facts and regurgitating them out. It helps to create memorable learning experiences that will stick with them for a long time.

I believe that using games in geography can spark curiosity, build problem-solving skills, and show students that geography is not just a subject but a way of engaging with the world.

the subject that I intend to focus on would be English Language.

AI could be used as a powerful tool to empower students in their learning endeavours. Especially in situations whereby the teacher is not present, students can still resort to the use of AI to generate ideas, brainstorm key concepts, or even to clarify any misunderstandings. Therefore, AI could be used to aid students in their learning as learning could possibly take place anywhere, even outside of the classroom context.

In the English Language curriculum, I would incorporate AI in lessons that can help students with regards to writing. For example, students could use AI tools like chatGPT or NotebookLM to generate mind-maps, collate a list of relevant examples as their "depository" of concepts. this way, when they are writing essays or even doing comprehension passages, they would have access to these collated list of examples to be used in their writing.

This way, AI can also help to make writing less daunting of a task, as many students struggle to provide relevant examples to substantiate their essays. however, with the help of AI providing them useful examples and also broadening their understanding of various concepts, it can then help students to also be more creative in their writing.

Firstly, game-based learning boosts engagement and help students make connections with ideas and concepts in a fun manner. It can also enable students to begin to fall in love with subject.

In this time and age, students are getting less interested in learning Chinese language. The use of games can hook interest in students' learning as well as attract them to want to find out more about the content delivered in class.

One example of how we can used gamification to teach Chinese Language is by using an application to create a virtual world where students are able to explore. There is an application called Co-spaces Edu whereby students or teachers can create 3D augmented virtual reality environments. We can use this webpage to introduce different topics in textbooks, as well as the Chinese vocabulary required for students to learn. There can also be challenges designed in the game, for example, complete quizzes, find words, complete puzzles etc. to earn points and rewards. We can also embed additional external games (example games from word wall) to let students explore further should they be interested in the topic.

This way, students can get a sense of accomplishment while learning through the game as well as understand the context they will be able to use this knowledge in. It also develops their critical thinking as they navigate their way around the 3D world to find clues as well as solve quizzes and questions to learn new vocabulary and knowledge.

Firstly, gamification can boost engagement and help students make connections with ideas and concepts. This can also enable students to begin to be interested in the subject they are learning.

Nowadays, students are getting less interested in Chinese Language. Hence, it would be good and effective if teachers can incorporate gamification into their lessons to pique interests in students learning of the language. It can also better engage students during lesson and make lessons more fun and interactive.

In Chinese, we can use AR to create lessons. There is a webpage name Cospaces Edu, whereby students or teachers can create a 3D Augmented Reality world for them to explore. For example, if I want to teach a certain location (hawker centre) as well as the vocabulary which can be used in that scenario, I can create a 3D version of that location so that students can explore it at the comfort of their homes or in the classroom. There can also be challenges, quizzes and puzzles for students to complete alongside their main task, which can help them gain points and rewards. Other external games (eg. word wall) can also be embedded into the 3D world where students can further explore should they be interested.

Hence, this enables students to have fun while exploring and learning new language. By doing so, it also makes students less bored during lesson as compared to the traditional way of explaining vocabulary in Chinese class. This also stretches students and taps on their critical thinking skills as they navigate around the game and complete missions to learn new knowledge.

Currently, assessment in physical education in the schools context is mostly done on pen and paper and it is mostly done by the teacher through formative assessments and feedback is given verbally.

However, the use of technology can help to supplement the teachers teaching and students learning largely.

One example could be the use of video analyse tools such as the use of ipads to video students doing movements and skills for example kicking a soccer ball. The use of technology through the ipad can help the teacher in terms of assessment as sometimes the teacher might not be able to see or spot mistakes as sporting actions take place very fast, hence the videoing and use of technology allows the teacher to look more closely at individuals performance and give a more accurate and through feedback. Furthermore, it also aids the students learning as the teacher can show the exact mistake to the student through the video for the student to learn as compared to previously only verbal giving feedback and some students might not be able to understand without a visual picture.

Another example of assessment using technology would be the use of kahoot to do like tests on the different sports rules, where students get to test their knowledge of the sport and get immediate feedback whether their answers are correct.

Why Game-Based Learning?

it will boost the motivation for some students which does not shine in other aspects. it is used to engage and be curious on the subject they are currently learning.
This being said, game-based learning will not work for every student, I believe.
The learnings are often better when children are having fun, 

Where I'm from, we use computers and games a lot, like we play chess in math classes, some students will see the chessplate as a problem and find the best solutions to the problems, the game of chess. Problem solving skills are priceless in real life.

The hard part about GBL and gamification is, it's a game-concept meaning often there will be losers and the losers is often the weakest link, meaning the same students in every class.
But if you create a system with no winners and losers, it will motivate and make the weaker less bored. I see lots of examples where the weakest link in the class is trying to get 0%, cause they know if they really tried they would probably still be the last.

To round this up,
Games are a good idea to implement, but it has to be at the right timing, it has to make sense.
Fun → makes the students fall in love with it.
The best example i have from my school is minecraft education, because it's a sandbox which expands, and most of the students are familiar with minecraft beforehand. 

One thing I found challenging was imagining how to balance the tech’s potential with possible limitations: device access, students’ varying digital skills, and ensuring meaningful interaction rather than distraction. The module’s strategies for scaffolding tech use, offering choices of tools, and planning for different skill levels were really helpful in bridging that gap.

I now feel more confident thinking of tech not as optional, but as part of lesson design: asking “How can this tool help insight or understanding?” rather than “what tool can I throw in.” Moving forward, I want to try small tech integrations first (e.g. collaborative apps or interactive quizzes) and gradually build up, while always checking whether students are benefiting.

On the one hand, learning science, especially complexed content, usually bring confusing and sleepy classroom.

On the other hand, students actively engage in games, either physical game or virtual game, where they “awake” and want to win a game.

The idea of combining games into teaching is a positive approach to enchance learning outcome, especially for my science subject – biology.

There are several reasons why we should use game-based learning:

-              Game is more challenging compared to simple lecture lesson, but still in zone of proximal development, therefore drive them to engage the class, and feel less bored

-              Competition, one of the important features of game, also increase the engagement of students in the lesson as they want to win and recognized by others.

-              Reward, another feature of the game, motivate students to take part in the activity.

-              To some extent, content is simplified, which guide students better and help them acquire the concept.

To apply game-based learning in a class, some feature when design game-based task or activity need to consider:

+ Clear rules, how to play, ease of use

+ Point counting system, fair-play, ensure the competition between students.

+ Reward is important as it motivates student to strive for winning.

+ Encourage class size engagement, if not, then need to organize into different rounds/ team

However, the challenge is that game-based learning requires teacher or educators to be creative and need to plan carefully, or students might engage the game but learn nothing from it.

The development of the internet and IT allows teacher to search for different websites or software that supply game-based teaching materials. One of my favorite is Blooket, a quiz website that allows teacher create quiz and select game for the quiz, for example gold stolen, fishing frenzy, etc.  This type of application has automatically set program, but the game was fun, competitive. It saves up a lot of time for teacher to come up with an interesting idea for introduction or summary activities. BioMan, Ask a Biologist, are other of my favourite teaching tools.

Besides digital tools, design physical game-based activity can also be done, for example board game of photosynthesis, or assembly DNA structure.

Not all content has available game-based sources, teacher can gamify the activity by using key features of game (points, reward, competition).

Game-based learning and gamification is two different ideas. Gamification is the addition of games elements during learning, while Game-Based Learning (GBL) is learning through play. GBL can be a powerful tool in making learning more engaging where students are more intrinsically motivated to learn. GBL also enables active and situated learning instead of passive learning, where first-person immersive learning takes place. As for gamification, it is important to note the underlying game dynamics for effective implementation of gamification in our lessons. They are the freedom to fail, role play, feedback, progression, multiple choice, narrative/story-telling.

I believe that an adaptation of one of the GBL examples, Historia, as shown in the videos will be useful in Chinese lessons. Instead of having the mindset that teachers are the source of information and exercise one-way delivery of information during lessons. We can empower students to research for information independently and learn to discuss, collaborate and compromise during group work. This can be adapted for a suitable lesson chapter in Chinese lesson. Students can be allocated different roles to research on information related to the chapter. Students then discuss in groups on the information they want to retain. Through discussion, students will exercise their spoken Chinese. In the process of researching and discussions, students also picks up the new vocabulary they have to learn under that chapter.

It is important for us to provide students with effective feedback to help them improve. To do so, we have to provide verification, to let our students know how's their performances, then elaboration, to help them how to do/understand better.

There are various platforms we can use to assess students' performances and give effective feedback. For example, online quizzing or polling platforms like Kahoot! can not only engage students better, but get them to answer questions and check their own understanding. We can make quizzes to test them on different lesson contents, a sample question will be: what's the Hanyu Pinyin for a certain word, and give them different options to choose from.

SLS is also a useful tool to assess students. Teachers can design e-lessons with comprehension passages, polls, and quizzes that provide analytics on student responses, which help us understand how the class is understanding what we taught and how we can help them. SLS has a Speech Evaluation Tool (SET) which can be used in Chinese classes to help students with their pronunciation, fluency, and speech clarity. There are also many AI-related developments coming up, such as the AI Essay Marking and Feedback system, which I researched about when interning at MOE. Of course, despite the use of AI, both teachers and students should also remain critical towards the AI-generated responses or feedback so that learning remains effective.

Overall, with the integration of technology, assessment approaches have evolved, offering innovative and engaging ways to measure student learning outcomes.