1.

Curriculum alignment of learning objectives, assessment and teaching and learning activities
help students to achieve broad and direct exposure to core educational concepts. However,
many students were actually selecting their own study objectives, thereby creating a hidden
curriculum. The prevalence of this phenomenon among SMS students may have been a result of
the less structured and formative nature of assessment compared with KSAU-HS, COM
assessment program. KSAU-HS, COM assessment program, with its frequent summative
assessments and highly structured format, was more successful in stimulating curriculum
objective-based learning and in reducing the tendency to create a hidden curriculum. However,
the emphasis on structured summative assessment has led to more anxiety and a tendency
towards a superficial and achievement motivation study strategies.

In fact, the health-education system in Saudi Arabia may have contributed to the development
of such attitudes among KSAU-HS, COM students. A student’s prospects for residency training in
Saudi Arabia are greatly dependent on their accumulative assessment grades. Consequently,
students develop a very competitive attitude with the goal of achieving high scores, and this
attitude makes them less likely to gamble in selecting their study objectives.

There were similarities in students’ perceptions of clinical assessment as opposed to written

assessment in between the two studied groups. Students particularly appreciated work-based
assessment that was conducive to learning and held significant value for them. Work-based
assessment was perceived by the students as leading to more skilled doctors and was a
stimulant for better approaches to learning.

Harvey L, Moon S, Plimmer L. Student satisfaction manual. Buckingham: Open University

Press; 1997. [Google Scholar]

Al Kadri, H. M., Al-Moamary, M. S., Magzoub, M. E., Roberts, C., & van der Vleuten, C. (2011).
Students' perceptions of the impact of assessment on approaches to learning: a comparison
between two medical schools with similar Curricula. International Journal of Medical
Education, 2, 44–52. doi:10.5116/ijme.4ddb.fc11

2. Thus summative assessment has become for most students in many Western countries, not a
once-a-year event which in comparison with daily interactions with teachers might be
considered to have a minor role in determining their ‘faith in themselves as learners’ (Stiggins,
2001 p46), but rather a frequent experience which may have an undesirable effect on
motivation for learning. Moreover, research shows that this effect is greater for the less
successful pupils and thus tends to widen the gap between higher and lower achieving pupils
(Madaus, 1992).

The impact of summative assessment on students’ motivation for learning can be both direct
and indirect. A direct impact can be through inducing test anxiety and the effect of low scores
on self-esteem and perceptions of themselves as learners; an indirect impact can be through the
effect on their teachers and the curriculum. Any negative impact on motivation for learning is
clearly highly undesirable, particularly at a time when the importance of learning to learn and
lifelong learning is widely embraced. Thus it has been argued that a rise in test scores may be
 accompanied by unintended negative outcomes which have serious consequences for current
generations of students.

This review was undertaken in order to identify research evidence on this matter and to report
on what is known about the impact of summative assessment on motivation. First, we have to
be clear about what is included in the concept of motivation for learning.

Madaus GF, West MM, Harmon MC, Lomax RG, Viator KA (1992) The influence of testing on
teaching math and science in grades 4-12: Executive Summary. Boston, US: Centre for the
Study of Testing, Evaluation and Educational Policy

Stiggins RJ (2001) Student-Involved Classroom Assessment. 3rd Edition. Columbus, Ohio, US:
Merrill Prentice Hall

3. There are clear messages for how the negative impact of summative assessment on motivation
for learning can be minimized. In some cases these refer to practices that should be ended as
far as possible and, in particular, to the following:
 To avoid drill and practice for tests
 To de-emphasize tests by using a range of forms of classroom assessment and recognizing
the limitations of tests
 To prevent the content and methods of teaching from being limited by the form and
content of tests
 To avoid children being faced with tests in which they are unlikely to succeed

However, rather than indicate only what should be avoided, the review has identified more
positive messages that identify action that can be taken to ensure that the benefits of
summative assessment can be had without associated impact on students’ motivation for
learning. These recommendations derive from both the research studies, and from discussion of
the review findings and reference to current practice in the UK at the consultation conference.

Practice

a) Reduce the narrowing impact on the curriculum and on teaching methods by professional
development that emphasises learning goals and learnercentred teaching approaches.
b) Share and emphasise learning goals, not performance goals, with students and provide
feedback to students in relation to these goals.
c) Share in developing and implementing a school-wide policy that includes assessment both
for learning (formative) and of learning (summative) and ensure that the purpose of all
assessment is clear to all involved, including parents and students.
d) Develop students’ understanding of the goals of their learning, the criteria by which is it
assessed and their ability to assess their own work.
e) Implement strategies for encouraging self-regulation in learning and positive interpersonal
relationships. Ways of doing this have been developed through research by McCombs, 1999.
These include strategies for:
 fostering caring personal relationships among students and between students and
teacher
 helping students to challenge themselves and think for themselves whilst learning
  helping students to take some responsibility for learning to learn
 supporting students in directing their own learning
 providing students with some choice and control over their learning process
 encouraging collaboration and the use of other students as resources for learning
f) Avoid comparisons between students based on test results.
g) Present assessment realistically, as a process which is inherently imprecise and reflexive,
with results that have to be regarded as tentative and indicative rather than definitive.

Harlen W, Deakin Crick R (2002). A systematic review of the impact of summative assessment
and tests on students' motivation for learning (EPPI-Centre Review, version 1.1*). In: Research
Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit,
Institute of Education

4. Education Minister Ong Ye Kung described the changes as a step forward in improving the
balance between the joy of learning and the rigour of education.

“It will send a strong signal that we are at a strong position of rigour, and can afford to unwind a
bit without undermining the performance outcomes,” he said at a press conference on Friday.

This will also encourage teachers to explore more optimal ways of teaching, he said. For
example, with an additional three weeks of curriculum time every two years, there could be
more hands-on learning or investigative lessons.

“On the ground, teachers are on a high-speed train. Rushing, getting curriculum taught, and
then do assessments, drills, and preparing the students for exams which is deemed as high-
stakes,” he said. “I think it’s time to take a pause.”

He added that even before Friday’s announcement, some schools have already removed some
examinations of their own accord.

“Judging from the schools that have already tried this, it hasn’t affected their PSLE, O-Level
results or posting,” he said. “So I am confident that when implemented across the system, it
should have a similar outcome.”

Chia, L. (2018, September 29). Fewer exams, assessments in schools to reduce emphasis on
academic results: MOE. Retrieved from
https://www.channelnewsasia.com/news/singapore/exams-assessments-scrap-mid-year-
primary-secondary-schools-10767370.

5. UST offers variety of assessment based on major and minor courses. Major exams on Nursing
and Science Related Courses have Prelim, Midterm and Finals. Social Sciences and Business-
related Courses have only Prelim and Finals.
6. UP offers one major examination (Final Examination) at the end of the semester but it will also
serve as qualifying examination for the next semester.