II. Teachers’ Assessment: Students’ Access, Evaluation and Use of Information
Here, we analyzed teachers’ impressions of students’ abilities to access, evaluate and use information
as follows:
A. Defining the problem and identifying the information need
64.2% of the projects were awarded ratings of “Proficient” and “Excellent” in the area of task
definition, namely, defining the problem and identifying the information need. Typical feedback
given by teachers could be seen in comments such as:
“The group was able to clearly define the research question and suggest how
to go about exploring the issues. Goals were adequately identified and the
means of achieving them discussed. Better management of their time would
have ensured that more substantial changes could have been made to their
report after submission of the first draft. Ideas brought up during information
gathering could also have been discussed in more depth.”
B. Mapping students’ knowledge and time management abilities
55% of the projects were awarded ratings of “Proficient” and “Excellent” in terms of the students’
knowledge mapping and time management abilities. Typical feedback given included:
“There was a tendency to seek information to verify or defend personal
views. They needed to be constantly prompted and reminded of the need to
seek answers rather than to defend existing views. Their tasks were clearly
delineated, bearing in mind this purpose.”
C. Being resourceful
However, for the resourcefulness of the students, only 44.0% of the projects were awarded ratings
of “Proficient” and above, in terms of generating alternative ways of approaching tasks and analyzing
how the alternatives affected those tasks and adapting where necessary. Comments written
by the teachers to guide students in improving their skills and knowledge in this area included:
“Breath and depth of research was lacking, and limited to a few (mostly anecdotal)
sources on Singapore’s education system.”
D. Evaluating information
58.7% of the projects were awarded ratings of “Proficient” and “Excellent” in the students’ performance
in evaluating information critically and competently through the exhibition of information
processing, reasoning, critical thinking and logical deduction skills. The positive comments
given included:
“… group critically analyzed the pros and cons of each of the three proposed
experimental design and the procedures to justify their final
choice.”
E. Synthesising and organising information
61.5% of the projects were awarded ratings of “Proficient” and “Excellent” for the students’ abilities
to synthesize and organize information in a logical manner, transiting smoothly between ideas.
Similarly, the same grading was awarded for originality and presentation of projects. However,
for creative thinking exhibited by the students, only 43.1% of the projects were awarded ratings of
“Proficient” and above in the course of the project.
F. Being able to reflect
68% of the projects were awarded ratings of “Proficient” and “Excellent” for the students’ abilities
to reflect and their attitude towards the research process, namely, task commitment, effort and perseverance
and pride in work. Feedback from teachers, for example, shows that students gave more
thought into the management of the project:
“… demonstrated a healthy and sustained interest in the project and in getting
things moving forward. A thoughtful and hard worker, she steadily improved
in her contribution to the group by helping them think through many
of the issues and challenges thrown up by the project.”
G. Collaborating with others
83.7% of the projects were awarded ratings of “Proficient” and “Excellent” in the area of collaboration
where the students’ contributions, responsibility, accountability and cooperation with teammates
were assessed. Good feedback given included:
“Quick with interesting ideas, she consistently and actively contributed
information, opinions and skills. She valued others’ views and feedback,