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November 2012, Vol. 15 No. 3 Print Ready ArticlePrint-Ready
Assessing Student Learning & Reflections on Graduate Education

In her book Assessment Clear and Simple (2004), Barbara Walvoord defines assessment as “the systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning” Continue reading>>

Assessing Student Learning
Rubrics: Beyond Scoring, An Enabler of Deeper Learning
Ms Chua Siew Beng
Department of Management & Organisation, HRM Unit

Rubrics are scoring guides commonly used by educators to facilitate the grading of students’ submissions and performance in a course. According to Andrade (2000), a rubric is defined as “a scoring tool that lists the criteria for a piece of work or ‘what counts’” Continue reading>>

Improving Assessment & Teaching in a Postgraduate Clinical Psychology Professional Training Module: Applying the Scientist-practitioner Module & Competency-based Approach
Dr Iliana Magiati
Department of Psychology
I have written this brief report to share my experiences and ref lections on teaching a postgraduate professional training module in clinical psychology and to highlight how “mapping” the competencies that characterise the discipline one teaches onto the aims and assessment methods utilised for teaching a particular module can result in substantial improvements in what is taught, assessed and learnt. Continue reading>>

Are We Assessing Our Students Too Continuously?
Dr Peter Alan Todd and Dr Darren Yeo
Department of Biological Sciences
As NUS students go through their undergraduate years, it sometimes seems as if they spend their time rushing through one assignment after another. It was this observation that prompted to us to seek some quantitative feedback on Continuous Assessment (CA) from the students we teach, in this case Life Science students. Continue reading>>

On Graduate Education
Tensions in Graduate Education
Dr Saif A. Khan, Associate Professor Lakshminarayanan Samavedham and Professor Farooq Shamsuzzaman
Department of Chemical and Biomolecular Engineering
In attempting an ‘archaeology’ of knowledge, Foucault (1966) in his seminal text The Order of Things: An Archeology of the Human Sciences brings to light the possibility that scientists, as subjects responsible for scientific discourse, might be unconsciously determined in their situation, their function, and their perceptive capacity by conditions that dominate and even overwhelm them. Continue reading>>