The document outlines a holistic approach to assessment in teacher education at the National Institute of Education (NIE) in Singapore, emphasizing 21st-century skills and competencies for educators. It highlights innovative assessment practices, including performance evaluations, reflective learning, and group service learning projects, aimed at fostering student-teachers' professional development and community engagement. It also introduces the integrated assessment framework and competencies that align with the educational philosophy of preparing adaptable and ethical educators.

1. Redefining Assessment in Teacher
Education for the 21st Century
Global Cities in Education (GCEN) 2013 Symposium,
Singapore
A/Professor Low Ee Ling
Associate Dean
Office of Teacher Education

2. Moving Towards Holistic Assessment

3. Holistic Assessment Definition:
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“Full range of procedures used to gain information about student
learning (observations, ratings of performances or projects,
paper and pencil tests) and formation of value judgments
concerning learning progress” (Linn & Gronlund 2007)
Includes both quantitative and qualitative descriptions of
students’ performance
Interrelated nature

4. Changing Nature of Assessment in 21st Century

5. Underpinning Philosophy of Teacher Education at NIE
Attributes of the 21st Century Teaching Professional
V1 – Learner-Centered
Values
V2 – Teacher Identity
V3 – Service to the
Profession and
Community
• Empathy
• Belief that all children
can learn
• Commitment to
nurturing the potential
in each child
• Valuing of diversity
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• Collaborative learning
and practice
• Building
apprenticeship and
mentorship
• Social responsibility
and engagement
• Stewardship
Aims for high standards
Enquiring nature
Quest for learning
Strive to Improve
Passion
Adaptive & Resilient
Ethical
Professionalism
SKILLS
KNOWLEDGE
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Reflective skills & thinking dispositions
Pedagogical skills
People management skills
Self-management skills
Administrative & management skills
Communication skills
Facilitative skills
Technological skills
Innovation and Entrepreneurship skills
Social and emotional intelligence
Self
Pupil
Community
Subject content
Pedagogy
Educational Foundation & Policies
Curriculum
Multicultural literacy
Global awareness
Environmental awareness
Source: NIE TE21 / SPCS
The TE21 V3SK model focuses on expanding the values that will permeate NIE’s programmes and curricula. 21st century skills shall be made meaningful to
specific learners by translating them into classroom applications connected to the assessment types and to the curriculum content.

6. 21st Century Competencies
and Student Outcomes
Source: Ministry of Education Singapore
21st Century Skills:
• Global Awareness Skills
• Civic literacy Skills
• Cross-Cultural Skills
• Creativity and Innovation Skills
• Critical Thinking and ProblemSolving Skills
• Communication and Collaboration
Skills
• Information Literacy Skills
Core Values:
Respect, Responsibility,
Resilience, Integrity, Care,
Harmony

7. Graduand Teacher Competencies Learning Outcomes
Holistic integration of V3SK model and MOE’s competencies framework of beginning teachers and specific
achievements student teachers should have demonstrated at the point of graduation from NIE’s ITP programmes

8. NIE Assessment Competency Framework (TE21)
Assessment
literacy outcomes
are guided by the
NIE Assessment
Competency
Framework
outlining seven
key competencies
which will be
embedded in
NIE’s curriculum

9. NIE Assessment Competency Framework: 3 Stages
Source: NIE TE21 / SPCS

10. 21st Century Assessment Practices
at NIE: Three Examples

11. Innovative Assessment Practices at NIE
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Integrated assessment strategy:
– Performance: examinations, tests, written assignments, and
presentations
– Reflections: learning logs and portfolios online / offline
– Practical: classroom activities, field trips and practicum
– Syntheses lesson plans, research, and simulation
Different levels - Self, peer, group-work
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Leverage on technological tools. For Example:

12. Problem-based Learning (PBL)
• Involves real‐world problems, integrated learning
experiences, and the cultivation of critical and creative
faculties.
• Educational Psychology course in “Theories and
Applications for Learning & Teaching” adopted PBL
Feedback from PGDE students:
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“PBL is really rigorous. It was difficult at the beginning and required us
to put in a lot of time but we can say that it was really a worthwhile
experience and we really learned how to apply psychological theories
to classroom situations.”

13. Group Endeavours in
Service Learning

14. What is Group Endeavours in Service Learning (GESL)
Group Endeavours in Service Learning is a process that will strengthen character and build citizenry.
GESL involves community outreach and engagement and gives our student-teachers the opportunity
to serve and to learn from the community.
• Each project has service and learning objectives

15. OBJECTIVES of GESL :
JECTIVES OF GESL
•Understanding of self
•Understanding of others
•Develop effective team skills
•Develop and exercise situational leadership skills
•Encourage innovation and creativity under conditions of resource and
time constraints
•Understand community needs better and explore social
entrepreneurship
•Develop project management skills
• Experience service-learning and group project work which you may
apply in school
•Link curriculum learning to service learning experiences
Through service learning experiences, student teachers are exposed to the values of service through
reaching out to the community and which in turn enhances their ability to contribute to the community
in their future role as educators.

16. Feedback from Student-Teachers
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Entire experience is itself a reward
Better prepared to face challenges
Improved people and communication skills
Able to make a difference
Better able to work as a team
Able to handle uncertainties better
Greater appreciation of community

17. GESL OUTCOMES

18. ESSENTIALS OF SERVICE LEARNING

19. GESL Group Structure
Facilitates communication
Helps maintain momentum
Monitors progress of project in
meeting the specific goals and
outcomes; shares resources &
advises
Reviews RAMs, project proposal
summary, and final project report
Evaluates the group’s and
members’ performance
Coordinates
communication within
the group and with OTE
The leaders will be
trained on the
foundations of ServiceLearning, facilitation
skills, project
management, and
managing a group
effectively.
The facilitators will be
trained in the
understanding of
facilitating for learning
and be able to design
facilitation sessions and
facilitate learning with the
GESL group.
Attend Safety Briefing.
Prepare RAMs and
ensure activities are
carried out in a safe
manner.
All members are
expected to take on
roles to support the
group.

20. Workflow of GESL Programme
Selected groups
present their projects
during SL Day
Composition of the groups
took into consideration
diversity in race, gender,
age, and subject area
A staff mentor is
assigned to facilitate
each GESL group
Students meet with their staff
mentor 2 hrs per week
throughout the program
&
Briefing and Feedback with
Group leaders and staff
mentors
Facilitation
training is
provided to
staff
mentors
and group
leaders
Various community
projects are offered
by VWOs, NPOs
Training by
experienced
facilitators
Reflection throughout the SL experience
captured in ePorfolio or reflections worksheet
Assessment
by staff
mentors

21. Collaboration / Communication Platforms
Introduction to
GESL
Event
announcements
and GESL
transcript
management
OTE
communications on
GESL
Email
communication
between staff
facilitators and
students

22. EXAMPLES OF GESL PROJECTS
Project Title: Computer Literacy Skills Workshop for Changi
Women’s Prison Re-Integration Programme
•The team hosted a computer literacy skills workshop for inmates in
Changi Women’s Prison to equip them with basic computer proficiency
skills to enhance reintegration into the society.

23. GESL project featured in the media
Source: Today , 8 November 2009

24. Assessment on the Group Level

25. Assessment on the Individual Level

26. E-Portfolio in NIE
In line with NIE TE21, e-portfolio:
Facilitates the integration of the Reflective Teaching
Model;
Provide evidence for the integration of Values, Skills
and Knowledge (V3SK);
Provide evidence for the attainment of the Graduand
Teacher Competencies (GTCs)

27. Learning and Teaching Portfolio at NIE
Developmental Portfolio is an electronic collection of
authentic and diverse evidence of a student teacher’s
learning and achievement over time, on which he/she
has reflected and designed for personal development,
as well as for presentation to audiences for specific
purposes.

28. Challenges on 21st Century Assessment
Rewarding
• Students’ appreciation, impact on learning

29. Thank You
Acknowledgements to the Team led by A/P Low Ee Ling
namely (in alphabetical order):
Ms Stephane Cheung
A/P Chew Lee Chin
A/P Caroline Koh
A/P Liu Woon Chia
A/P Anthony Seow