Assessment modes like projects, interviews tend to handicap working-class children
By Chua Mui Hoong, The Straits Times, 30 Sep 2012
At 18 going on 19, back in those days before the Internet when 18 meant you were still gawky and green and wet behind the ears, I faced an interview panel of adults who fired various questions at me.
I can't recall the specifics of what they asked. But I felt I was doing all right until one of them asked: "Do you read The Straits Times every day?"
I replied: "No."
The atmosphere in the room shifted. At 18, I couldn't have told you what Singapore's level of exports was, or discussed the impact of the Chernobyl disaster that year. But a lifetime of reading books and body language sensitised me to changes in moods and emotions.
I felt I had blown the interview with that one candid answer.
I didn't get the scholarship I was applying for to fund my undergraduate studies. It was a competitive award and there were more impressive candidates.
But I think my answer did not work in my favour either. Particularly since the folks interviewing me were from Singapore Press Holdings, and the newspaper I had confessed to not reading every day was its flagship daily. (Ironically, even though I didn't get that SPH scholarship, I went on to make a career in SPH as a journalist, where I still love my job after 21 years.)
Later, reviewing that moment in my mind, I wondered why no one had bothered to ask the follow-up question: "Why?"
I also kicked myself for not having had the presence of mind to explain why I didn't read The Straits Times every day: "My father reads only Chinese and subscribes to the Lianhe Zaobao. I buy The Sunday Times with my own pocket money - and I read it cover to cover."
It didn't occur to me that not reading the paper daily could be taken as a sign of intellectual dullness, lack of interest in current affairs, or disdain for the outside world.
I don't know if it occurred to the adult interviewees that an 18-year-old might not read the paper daily simply because she couldn't afford to buy it every day. It probably wouldn't have made a difference anyway.
I remember that incident when I hear calls from parents, teachers and others for Singapore to broaden assessment modes in schools. Scrap the Primary School Leaving Examination. Don't let children do the O levels. Don't admit students to university just on grades.
Instead, introduce broad-based assessment modes like project work, interviews, oral presentations, group work. Build leadership skills, social skills, confidence and self-esteem.
I understand the sentiment behind those calls. I also agree that the PSLE in its current form is not ideal. Too much is at stake in a single high-stakes exam. What if pupils fall ill that week? Tweaks to split it over two years, as some have suggested, can be considered.
But in reviewing the education system, we must be careful not to scrap one tested assessment mode for others that will create their own set of problems.