David Hogan (Singapore) - Teaching and Learning Research ...

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This will arguably have three positive outcomes It will improve pedagogy and student learning in ways desired by the government by weakening the pressure on “teachers to teach to the test” It will improve labour market efficiency (technically, “allocative efficiency) by providing a richer and more comprehensive profile of student competencies or capacities than is currently “signalled” by HSA It will improve social equity (and limit formation of a permanent underclass) and improve social mobility opportunities by moderating the impact of social class background on educational achievement / attainment In effect, the government can have its cake and eat it too: an appropriately weighted system of HSA and AS will enhance labour market efficiency and social equity without compromising the promise of social mobility for all … 38
The Singapore case is important and interesting from an international ional perspective because Singapore has a high stakes assessment system m that is the envy of a number of governments (including federal or national governments g in Australia and the US). However, the Singapore case also arguably highlights the potential opportunity costs (in terms of the capacity for significant pedagogical innovation and realignment at the classroom level ) of a pedagogical system that is too tightly coupled to the assessment system. Of course there are a range of views on this matter in Singapore ... From my own perspective, however, the critical policy challenge is to find a pedagogical system that is responsive to governmental priorities, , assures quality and coherence, is reliable and transparent, and has the confidence of the community, as the assessment system does in Singapore, but is also flexible enough (ie( ie., sufficiently loosely coupled) to permit significant pedagogical innovation and promote the professionalization of teaching. 39
Page 1 and 2: POLICY-DRIVEN RESEARCH AND EVIDENCE
Page 3 and 4: MOE Policy Priorities, 1997-Present
Page 5 and 6: Initial Organization of R & I Core
Page 7 and 8: 2. Core Research Program 7
Page 9 and 10: Core Research Questions (cont’d)
Page 11 and 12: Panels Sample Core Panel Design Key
Page 13 and 14: Outcome Measures by Panel Outcome M
Page 15 and 16: Core Research Design Background: St
Page 17 and 18: Strands: Enduring Professional Prob
Page 19 and 20: Engaged Learners Strands by Themes
Page 21 and 22: 3. INTERVENTION PROGRAM Third comp
Page 23 and 24: Selection Criteria cont’d Includ
Page 25 and 26: Selection Criteria (cont’d) Proj
Page 27 and 28: Recognize that sustained pedagogica
Page 29 and 30: Successful intervention programs in
Page 31 and 32: 3. We believe that scale-up should
Page 33 and 34: 9. In Singapore (and arguably in ot
Page 35 and 36: But this creates an awkward policy
Page 37: CAPACITY BUILDING, PEDAGOGICAL REAL
Page 41 and 42: Simplified Institutional Model of S
Page 43: Thankyou 43

David Hogan (Singapore) - Teaching and Learning Research ...

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