Extent to Which School-based Assessments Award Marks for Students' Responses that Demonstrate Correct Conceptual Understanding

Mr Yip Hon Weng asked the Minister for Education (a) how does the Ministry verify that school-based assessments award marks for responses demonstrating correct conceptual understanding even when they differ from expected answers; (b) how marking errors involving valid alternative answers are identified through moderation or appeals; and (c) whether common review standards will be introduced to distinguish conceptual errors from merely non-standard reasoning.

School-based assessment is an integral part of teaching and learning. Its primary purpose is formative – to help teachers understand how well students are learning, give feedback and provide learning support.

In marking tests, teachers award marks for valid responses even if the responses differ from model answers. When there are questions on how a response has been marked, such as when students review the marked scripts, schools have processes to review the marking and adjust the marks awarded, if necessary.

Where a higher level of consistency in marking is required, such as in school-based examinations, schools have additional measures, including a standardisation process where teachers come together to review the marking criteria and mark sample scripts to standardise their marking approaches. Should teachers come across valid responses that have not been anticipated, the marking criteria will be adjusted to recognise these responses.

The setting and marking of school-based assessment is managed at the school level, in keeping with the formative purpose and lower-stake nature of such assessments.

The Ministry of Education provides professional development and guidance to schools to deepen teachers' assessment literacy and build a shared understanding of marking principles and practices. We will continue to support and guide schools in strengthening assessment practices.