Plans for General Paper to be reformatted to a series of continuous assessments instead of one national exam sitting

Name and Constituency of Member of Parliament

Mr Gerald Giam Yean Song, Aljunied GRC

Question

To ask the Minister for Education whether there are plans to revamp the format of GCE A Levels H1 General Paper examination from a single sitting consisting of one essay response paper and one comprehension paper to a series of continuous assessments of essays and comprehension papers, so as to remove the single-exam day risk that may unfairly penalise students affected by adverse events on the examination day.

Response

1. The mode and format of assessment depend on the purpose of the assessment and the learning outcomes to be assessed. Factors such as the nature of the subject, appropriateness of the assessment mode in eliciting evidence of students’ mastery in the subject, as well as the impact on students’ assessment load would need to be considered.
2. National examinations like the A-levels are designed to elicit evidence of students’ attainment of learning outcomes for various subjects at the end of study. There are different assessment modes appropriate for the range of subjects, and the current approach for GP remains professionally sound and valid.
3. For students who miss some papers or sit for a paper under adverse circumstances in the national examination, there are provisions for them to apply for special consideration. Such provisions ensure that no student will be disadvantaged in their examination performance by adverse circumstances.
4. It is important to approach national assessment with the right mindset. Without which, unhealthy stress will come with any examination format – be it continuous, cumulative, or episodic. Together with parents, we must help our students to see assessment as an opportunity to learn and grow, and support them in developing the ability to manage the pressures that they face. It is neither realistic nor desirable to shield our children from all the stresses in their lives.
5. Ultimately, a student’s performance in an examination is just a checkpoint in the education journey. It does not and will not define the student’s future or self-worth.