When perfection is not enough
In the 2008 GCE 'A' levels examinations, some 918 (or 3 in 4) students from Raffles Institution (JC) scored at least 3 Distinctions in content subjects and 421 (or 1 in 3) students received a perfect University Admission score of 90 points. Hwa Chong Institution (HCI) was a credible second, with 7 in 10 students scoring at least 3 Distinctions, almost 200 students attaining 7 Distinctions or more, and 69 perfect scorers.
ACS (Independent) (ACSI), which offers the International Baccalaureate (IB) instead of the 'A' levels, performed just as admirably. In 2008, which saw just its second graduating cohort of IB students, had 252 (or 62%) of its students achieve 40 points or more and 9 students with a perfect score of 45. Internationally, a score above 38 would qualify you for entry into Ivy league universities, making ACSI one of the top IB schools in the world.
I don't know about you but these numbers blow my mind. 30 years ago, students who received straight As for 3 subjects at the 'A' levels would make headline news. 20 years ago, this bar was raised to students who received straight As for 4 subjects and 2 Special (S) papers. Today, students are taking up to 13 subjects at 'A' levels, with options of Advanced papers and God knows what else. And they are STILL getting their straight As.
What has happened here? What is most apparent to me is that Singaporean students have been getting the better of examinations for years, no matter how many challenges are added along the way. When such a large number of students are able to achieve perfect scores, it indicates that these examinations can no longer adequately measure the performance of the top echelon of students. Faced with the impossible task of differentiating between the incredibly super and the merely terrific (LOL), what do the authorites do? They REDEFINE perfection.
This trend scares me silly. The local education landscape is gruelling, to say the least. As one teacher noted, Singapore's education programme is an accelerated one. On top of that, we offer accelerated paths for those who are thriving in the accelerated programme. By the JC level, the kids who have managed to make it to the academic elite schools like RI (JC), HCI and ACSI have likely been accelerated a few times. And they are further accelerated within these schools! By the time they graduate, they're like speeding bullets.
My concern comes in because I wonder if there are any undesirable side effects from this. It seems these kids can do everything. Ace their academics, ace their CCAs, win competitions, are natural leaders and do 101 external activities. I wonder, how's their social life? Do they sleep? How often do they see their parents? Are they warm, generous people? But I'm afraid to ask because the answer just might be that they manage all these areas competently as well.
The thing is, we probably won't know because these are not areas that are easily tested or assessed. We have become a nation obsessed with numbers. Eg. if we hear that a child has scored 18/20 for composition, we automatically believe that the child is able to write well. But maybe that child just happened to memorise a good essay that was tested? If someone tells us, "my daughter can play the piano", we immediately ask, "what grade?" (if the parent hasn't already volunteered that information). It's like that number validates the ability.
Going back to the more than 500 kids from RI (JC), HCI and ACSI who achieved perfect scores. Are they all equally brilliant and in exactly the same way? Probably not. But how can you tell? Are we really a nation of geniuses? If so, shouldn't we be ruling the world by now? I don't want to diminish the achievements of RI (JC), HCI and ACSI - I believe Singapore has very bright kids who work very hard and I applaud them. In fact, I wonder if those 500 odd kids feel a little bitter because even after achieving perfect scores, they find that they still have to compete with so many for scholarships and places in the Ivy league universities! And what about all those with less than perfect scores? Next to these perfect scorers, three Distinctions sounds almost common-place.
RI (JC) and HCI have already recognised the perfect score quandary and are awarding their own diplomas in addition to the 'A' level certificates, to a percentage of the top students, taking into account other achievements and qualities. Perfection being redefined yet again. I was joking to Kenneth the other day, "Pretty soon, to be considered an A student at the university, you'll need to find a cure for cancer."
I'm just musing out loud, I don't have the answers. My gut feel is that the examination system needs to change but with Singapore being an extremely exam-smart nation, I don't think that's a long-term solution either. I also don't think the situation is unique to Singapore, but perhaps to Asian countries.
Recently, I told a friend who was contemplating having a second child, the biggest incentive for having kids early is that the later you have them, the harder the exams will be! Pretty soon, the target to meet will be 5 A* for 4 subjects at PSLE. Impossible? Not for Singapore, I bet!
ACS (Independent) (ACSI), which offers the International Baccalaureate (IB) instead of the 'A' levels, performed just as admirably. In 2008, which saw just its second graduating cohort of IB students, had 252 (or 62%) of its students achieve 40 points or more and 9 students with a perfect score of 45. Internationally, a score above 38 would qualify you for entry into Ivy league universities, making ACSI one of the top IB schools in the world.
I don't know about you but these numbers blow my mind. 30 years ago, students who received straight As for 3 subjects at the 'A' levels would make headline news. 20 years ago, this bar was raised to students who received straight As for 4 subjects and 2 Special (S) papers. Today, students are taking up to 13 subjects at 'A' levels, with options of Advanced papers and God knows what else. And they are STILL getting their straight As.
What has happened here? What is most apparent to me is that Singaporean students have been getting the better of examinations for years, no matter how many challenges are added along the way. When such a large number of students are able to achieve perfect scores, it indicates that these examinations can no longer adequately measure the performance of the top echelon of students. Faced with the impossible task of differentiating between the incredibly super and the merely terrific (LOL), what do the authorites do? They REDEFINE perfection.
This trend scares me silly. The local education landscape is gruelling, to say the least. As one teacher noted, Singapore's education programme is an accelerated one. On top of that, we offer accelerated paths for those who are thriving in the accelerated programme. By the JC level, the kids who have managed to make it to the academic elite schools like RI (JC), HCI and ACSI have likely been accelerated a few times. And they are further accelerated within these schools! By the time they graduate, they're like speeding bullets.
My concern comes in because I wonder if there are any undesirable side effects from this. It seems these kids can do everything. Ace their academics, ace their CCAs, win competitions, are natural leaders and do 101 external activities. I wonder, how's their social life? Do they sleep? How often do they see their parents? Are they warm, generous people? But I'm afraid to ask because the answer just might be that they manage all these areas competently as well.
The thing is, we probably won't know because these are not areas that are easily tested or assessed. We have become a nation obsessed with numbers. Eg. if we hear that a child has scored 18/20 for composition, we automatically believe that the child is able to write well. But maybe that child just happened to memorise a good essay that was tested? If someone tells us, "my daughter can play the piano", we immediately ask, "what grade?" (if the parent hasn't already volunteered that information). It's like that number validates the ability.
Going back to the more than 500 kids from RI (JC), HCI and ACSI who achieved perfect scores. Are they all equally brilliant and in exactly the same way? Probably not. But how can you tell? Are we really a nation of geniuses? If so, shouldn't we be ruling the world by now? I don't want to diminish the achievements of RI (JC), HCI and ACSI - I believe Singapore has very bright kids who work very hard and I applaud them. In fact, I wonder if those 500 odd kids feel a little bitter because even after achieving perfect scores, they find that they still have to compete with so many for scholarships and places in the Ivy league universities! And what about all those with less than perfect scores? Next to these perfect scorers, three Distinctions sounds almost common-place.
RI (JC) and HCI have already recognised the perfect score quandary and are awarding their own diplomas in addition to the 'A' level certificates, to a percentage of the top students, taking into account other achievements and qualities. Perfection being redefined yet again. I was joking to Kenneth the other day, "Pretty soon, to be considered an A student at the university, you'll need to find a cure for cancer."
I'm just musing out loud, I don't have the answers. My gut feel is that the examination system needs to change but with Singapore being an extremely exam-smart nation, I don't think that's a long-term solution either. I also don't think the situation is unique to Singapore, but perhaps to Asian countries.
Recently, I told a friend who was contemplating having a second child, the biggest incentive for having kids early is that the later you have them, the harder the exams will be! Pretty soon, the target to meet will be 5 A* for 4 subjects at PSLE. Impossible? Not for Singapore, I bet!
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