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Supporting learners with assessment: An elementary approach
No full textThe Ministry of Education, Singapore, defines the primary purpose of assessment for learning (AfL) as “ensuring that the intended learning outcomes are achieved by students”. It is therefore clear that what constitutes and qualifies as “AfL” is judged solely on whether its practices ensure that learners achieve intended learning outcomes. However, this may differ from professional development in some assessment literacy courses which prioritize understanding (formative) assessment theory, which in itself may not lead to student actions that ensure learning. In this chapter, a four-box theory of translating assessment literacy (what teachers know about assessment theory) to ensure that students achieve intended learning outcomes (what students achieve, independently, in their learning) is exposited. Three essential elements of AfL practice, with practical examples, are identified for ensuring learning outcomes – (a) there is clarity of achievement standards in order to anticipate intended learning outcomes, (b) there is coherence in assessment design so that learners can apply instructional feedback, and (c) there is progressive feedback practices to enable learners to find and fix their learning and achievement gaps
高负荷下聋大学生视觉工作记忆容量与过滤效能的双重缺陷
No full textMore than 80% of human information comes through the visual channel. Visual working memory serves as a resource-limited cognitive system specialized in temporarily storing and processing visual information. Attention involves the selection and allocation of information, with which controlling and regulating the flexible allocation of cognitive resources during information processing. From the perspective of individual differences, research has shown that the performance differences in visual working memory capacity among groups and individuals within groups, which can predict higher cognitive functions such as fluid intelligence and problem-solving, may be related to the efficiency of attention selection, such as filtering out irrelevant information during the encoding.Early sensory deprivation, such as hearing loss, can profoundly alter brain structure and function. For individuals with profound hearing loss, vision becomes a primary modality for environmental interaction and information acquisition.This population thus offers critical insights into plasticity mechanisms driven by perceptual deprivation. Additionally, prolonged engagement with visual language (e.g., sign language, lip-reading) may exhibit specialized adaptations in visual processing. However, non-verbal visual processing in individuals with hearing loss has received limited scholarly attention. Furthermore, existing empirical evidence remains inconclusive as to whether their visual functions are superior to those of hearing individuals (Compensation Theory), impaired (Deficit Theory), or selectively modulated by environmental demands (Integration Theory). Moreover, little research has focused on the interaction between visual working memory and visual attention between individuals with and without hearing loss. Consequently, whether impairments in VWM capacity and its underlying attention mechanisms(i.e., filtering efficiency) exist in the deaf remain unclear to date.Using a change detection paradigm, this study examined differences in visual working memory (VWM) capacity and irrelevant stimulus filtering efficiency between deaf and hearing college students. Experiment 1 demonstrated that while the deaf group showed generally reduced VWM capacity, pronounced deficits were observed exclusively under high cognitive load. In Experiment 2, both groups exhibited impaired filtering of task-irrelevant stimuli during encoding, with VWM capacity strongly linked to filtering efficiency. Critically, the deaf group displayed significantly weaker filtering efficiency, and their susceptibility to irrelevant interference intensified proportionally with task demands. In summary, this study reveals a dual pattern in the visual working memory of deaf college students: while their capacity and filtering efficiency markedly decline under high cognitive load compared to hearing peers, the intrinsic coupling between these two metrics remains conserved. These findings align with the Integration Theory, suggesting that visual processing in hearing loss populations reflects both compensatory plasticity and residual constraints of sensory deprivation
Teachers' Investiture Ceremony 2025
No full textPrize winners take a selfie with Minister Desmond Lee
Students’ use and perception of educational GenAI chatbot in high school computing: Insights from the decomposed theory of planned behavior
No full textThe open access publication is available at https://doi.org/10.3390/educsci15121569Generative Artificial Intelligence (GenAI) has gained mass popularity in education due to its versatility and convenience. It is particularly popular amongst younger students, who, as digital natives, are more receptive towards new technology. However, research on students’ attitudes and intentions towards using GenAI technology in their education mainly focuses on older age groups like university students. Utilizing the Decomposed Theory of Planned Behavior (DTPB) as a theoretical framework, this qualitative study interviewed 18 high school computing students to explore their perceptions and intentions to use an educational GenAI chatbot to learn programming and how these decisions may be influenced by individual differences in their academic abilities. Using an abductive approach in analyzing the interview data, the findings align with DTPB to describe students’ attitudes towards using GenAI chatbots in their studies. It also proposes a new construct, students’ perceived need to use GenAI technology, that may influence students’ attitude and intentions. Lastly, the study uncovers differences between students of varying academic abilities in their priorities when using GenAI chatbots that influence their subsequent attitudes. This study extends the user perceptions captured in the existing DTPB framework and suggests how individual factors like academic ability may shape attitudes differently. It also provides recommendations for integrating GenAI into the high school classroom.RG89/2
Interaction-oriented instructional practices show promise in enhancing overall performance and narrowing racial achievement gaps in college online courses
No full textThe open access publication is available at https://doi.org/10.24059/olj.v29i3.4626Effective student interaction is critical for promoting student engagement and fostering a sense of community in online learning. Despite the extensive recognition of the importance of interaction-oriented practices in college online teaching, there is limited knowledge about how different types of interaction-oriented practices are related to student performance outcomes and, more importantly, racial equity gaps in those outcomes. This study addresses this gap by using a novel dataset that collected online teaching practices through a NSF-funded survey of close to 400 instructors at almost two dozen community colleges in a state. The survey data is further linked to the performance outcomes of nearly 10,000 students taught by these instructors. We begin by describing instructors’ use of practices that theory suggests are promising in promoting interactions and engagement in online classes. We further relate instructor teaching practices with student end-of-semester course performance and subsequent college persistence. The results indicate that greater engagement of interaction-oriented teaching practices relates positively and significantly to student course completion and grades. Additionally, practices aimed to promote instructor-student course management interactions are promising in reducing racial performance gaps. While teaching practices and the online learning landscape may have evolved post-COVID-19, the foundational strategies for effective interaction identified in this study remain relevant. These findings offer evidence-based strategies that can be adapted to current and future online learning environments, helping educators enhance student engagement and success in the post-pandemic era
Bibliometric analyses of the literature related to character and citizenship education (CCE)
No full textIn response to evolving societal shifts and technological progress, Singapore’s Character and Citizenship Education (CCE) adopts an integrated approach to nurturing students’ values, character, social-emotional competencies, well-being, and citizenship dispositions. This study aims to strengthen the theoretical foundation of CCE through four bibliometric analyses of related publications. Findings indicate that research related to CCE research is influenced by a common set of predominantly Western intellectual traditions in psychology, philosophy, education, and social science. Additionally, research related to CCE has grown exponentially in recent years, and is adapting to current global challenges. Overall, the findings from the bibliometric reviews support a holistic approach to studying CCE as a unified research field, integrating perspectives from multiple disciplines and topics.Accepted versionSRF 03/24 Y
Teachers' Investiture Ceremony 2025
No full textGraduands raise their hands to recite the Teachers' Pledge
