Ong Daphne Rachel

Affiliations: 
Broadrick Secondary School (Singapore)

Assessment for Learning in History: Maximizing Error Analysis to bridge students’ learning gaps in answering Source-Based Case Study Questions

"Source-Based Case Study (SBCS) is a compulsory part of the formal history assessment in the Singapore context. It falls under Assessment Objective 3 which requires students to “interpret and evaluate source material” (MOE, 2013). Since this is an important component in the current assessment, history teachers spend a significant amount of time helping students to master the skills associated with this aspect. In addition, they would mark SBCS assignments and some would give feedback to help students know where they stand and how they can improve. Teachers would normally include comments and some of them may write a copious amount of feedback. While teachers have the good intention of writing feedback to help students improve their performance, anecdotal evidence suggest that students skim over the feedback and concentrate mainly on the marks and grades awarded. This action, on the part of the students, negates the impact of Formative Assessment (FA) “as one that is specifically meant to provide feedback on performance to improve and accelerate learning” (Sadler, 1998). "

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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