Thrive 22 - Rethink D&T coursework assessment in Singapore

We are moving toward the use of e-journal. Other than the logistical convenience of having e-submission, e-sample, e-standardisation. Is Singapore ready for e-feedback in high-stake exams? 

Before we can go into e-feedback, we need to be ready with e-journal. A real-time authentic designing of a solution that is called upon to solve a daily problem.

The supervisor is expected to guide students in the process of designing and e-feedback will have many potentials

My vision of why I am doing what I am doing should not change:  To close the cognitive gap through peer feedback in a common curriculum. 

I am also "dreaming" at how D&T coursework can be transformed from an academic subject that allows students to build a portfolio to showcase their individual skills to a portfolio showcasing how their skills had be applied collaboratively to benefit the community. This is possible if the last year of coursework, which is an exam, will allow for partnership with the community.


(1) A clear record of feedback by supervisor and uptake by students using screencast technology - this is asynchronous feedback. Ir will be even better if students systematically response via screen cast showing the uptake of feedback

(2) A transparent - valid interaction between students (uptake of feedback) and supervisor (quantity and quality of feedback) - this is synchronous feedback 

(3) A clear indication of students' feedback literacy in the context of the high-stake exams. That can be a predictive indicator at lower secondary, what I can say is that feedback literacy is an issue in higher education, if students are feedback literate at the secondary level, it may post less issue at higher education.

(4) An opportunity for peer feedback, research on an authentic user, a project that benefits the community. Yes. Peer feedback becomes meaningful in an authentic setting where is not a common theme but without a common topic and it is extremely important that feedback is on the process level, focusing a helping peers to be more competent in designing rather than completing the task with good quality. Will the students be mature enough to do so at Sec 2?

Sec 1 - Teacher modelling feedback using technology (marking coursework using technology such as screencast)

Sec 2 - Peer executing feedback using stimulated peer work (HML) with defined expectations for students with different ability

Sec 3 - Peer executing feedback on strategic skill-based projects

Sec 4 - Peer executing feedback on real-life authentic projects

(5) An experience of authentic assessment that brings about students agency.

Scholarly articles titles that is in alignment with my thoughts

Changing Educational Assessments in the Post-COVID-19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)

"The application of advanced technology such as online teaching platforms or information evaluation systems is an indispensable tool to obtain and analyze process-based data in practice, it supports for process-based measurement in three aspects: (1) recording the complete process of teaching activities; (2) recording the whole process of students’ problem solving; (3) mining the process-based data, which needs the support of multivariate data processing technology that goes beyond the traditional educational measurement model." (pp. 56 -57

This could be my post-doctoral research work. There is a need to justify the trade-off

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