Issue No 02 September 2005 why SEAB-ling? After the first issue of SEAB-ling was disseminated, we received many questions on the name of the newsletter. ‘Why SEAB-ling?’ was the question that many asked. In SEAB, we call ourselves SEABlings, playing on the similar-sounding word siblings. EDITOR’S NOTE But, why SEAB-ling as a name for the newsletter? This is where this note comes in relevant, not just for our school readers, but also for our very own SEABlings. Many would not know that the word ling refers to ‘a low-growing Eurasian shrub (Calluna vulgaris) growing in dense masses and having small evergreen leaves and clusters of small, bell-shaped pinkish-purple flowers.’ A more common word that is synonymous with ling would be heather. Also, ling sounds like link, therefore the reason for the name is really this: We wish our newsletter to be like the ‘link’ (ling), serving as an evergreen interface between SEAB and our readers or partners, providing the messages in a friendly manner. Of course, the notion of ‘being together, in a family’ that comes with the similar-sounding word sibling is also an intention behind this choice of name, for that is the way we see you, our readers and partners - we are a family! It is our desire that this issue and subsequent issues of the newsletter will serve as a point of connection between SEAB and you. In this second issue, we have provided a write-up on ‘How to Prepare a Conducive Environment for Examinations’. Also, for those interested in the training and consultancy services we provide, there is a brief write-up on the various training sessions conducted this year. How SEAB celebrated the recent National Day is also featured. Last but not least, on the back of the newsletter, the calendar of events from September to December is presented for easy reference. We trust you will enjoy reading this issue and we look forward to receiving more comments and feedback from you. The SEAB-ling Editorial Team we Value your Views We invite SEAB-ling readers to give us your feedback on this issue. Let us know how to make Seab-ling a publication truly worth reading. Please write in to: [email protected] EDITORIAL TEAM: Connie Tay, Premalatha d/o Parasuraman, Gerard James Ortega, Louis Woon Tien Kim ADVISORS: Raymond Lim, Toh Poh Guan, Tan Eng Hong 1 How To Prepare a CONDUCIVE Environment for Examinations “ Whenever I chance upon articles on examinations, these are usually about how candidates can effectively prepare for an examination. This article approaches the subject of examinations from a different and hopefully more interesting angle, and shifts the focus to the examination environment. In thinking about creating a conducive environment for the conduct of examinations, what comes foremost to mind is the physical set-up of the examination centre. Needless to say, this is of paramount importance if the examinations are to be administered both fairly and comfortably enough. Yet, our examination personnel also play a vital role, and to draw a tongue-in-cheek comparison, they are to the examination environment very much like jungle creatures are to the jungle, namely part of the same sacred space in which both work together indispensably. Having acknowledged this, let’s now approach this article with a broader understanding of what constitutes the examination setting. Of course, certain principles are mainstays, particularly if playing around with them badly affects the integrity of the examination. The latter is something any credible examination board and education system cannot afford. Some things that fall under this category include the actual physical set-up of the examination centre, integrity of the examination personnel, accuracy in the administration of the examination, professionalism of the examination personnel and so forth. We will expound on these points, where possible, as we go along. THE ACTUAL PHYSICAL SET-UP OF THE EXAMINATION CENTRE As the physical structure of one school is different from the next, we prefer not to ” prescribe how exactly an examination centre should be set up. Rather, we leave this to the discretion of the Chief Presiding Examiner (CPE) and Presiding Examiner (PE), both of whom will hold a preexamination meeting with the Principal of the school to discuss how best to arrange the examination centre set-up. There is a host of important points to note regarding the physical set-up of the examination centre, and these points are usually made known in detail to the CPEs and PEs before the examination period. To give you a flavour of the details, let us just mention that the CPE and PE should ensure that the examination centre has a secure cabinet for storing answer scripts and that the desks in the examination centre are arranged in a way that the centre of each desk is at least 1.2m apart from the centres of the adjacent desks. Given that we rather this article not turn into a manual for the conduct of examinations, especially since there are standard publications that go into detail on this topic, let us now turn to other aspects of conducting examinations. Before ending off this section, we wish to remind CPEs and PEs of the need to ensure that the actual physical set-up of the examination centre facilitates the examinations without allowing for any possible breach in examination confidentiality or cheating. INTEGRITY OF EXAMINATION PERSONNEL In a nutshell, CPEs, PEs, invigilators, and all other parties involved in the conduct of the examination should work together to ensure that there is fairness in the examinations and that candidates are not given an advantage through dishonest means. Related to this, examination personnel should not prompt individual candidates to check their written answers, as this can be misinterpreted as giving unfair special assistance to selected candidates. If such advice is to be given, it should be done as a general announcement so that all candidates will be informed. Besides this, examination personnel are reminded that they should not make remarks or comments which can demoralise the candidates. Since examinations cannot be successfully conducted without examination personnel, we remind examination personnel of the need to be fair to all candidates so that no candidate has an advantage or is disadvantaged. ACCURACY IN THE ADMINISTRATION OF THE EXAMINATION Many examination personnel consider this aspect self-explanatory; however, the conduct of examination is unfortuately more complex than many of us realise, and this gives rise to irregularities each time one’s guard is let down. Students taking examinations in a school hall 2 How To Prepare a CONDUCIVE Environment for Examinations For example, in an invigilator’s haste to get a latecomer started on her examination immediately, he may forget that he has to first read out the instructions specific to that day’s examination to the candidate. The instructions are of course available in the Daily Instructions issued to CPEs and PEs when they collect the question papers every examination day. Imagine an invigilator at the GCE O-Level Examination who teaches the new English syllabus in school. This invigilator forgets that the old English syllabus is still being taken by some private candidates because his school stopped teaching that syllabus two years ago. He thus issues the set of question papers for the new syllabus to the private candidates offering the old syllabus at his examination centre. These private candidates in turn are too tensed up to realise the difference and start their examination straightaway. When the mistake is discovered halfway, how does one rectify the problem and compensate the time and effort lost? Even if the candidates are later given a chance to attempt the correct examination for the full duration, would the candidates be in the right frame of mind when doing this? Another permutation of the problem is that the set of question papers for Paper 2 is absent-mindedly and prematurely distributed when the examination is for Paper 1 – how does one undo the breach in confidentiality now that the candidates have viewed the Paper 2 questions? While such incidents may be rare, candidates would be seriously affected if the incidents were to occur, and the examination personnel involved would also face serious consequences. The latter would be charged with maladministration. Generally, this will smear the examination personnel’s performance records. stands a good chance of becoming a source of distraction, which could cause candidates to lose their concentration because their gazes are riveted on the invigilator. The learning point from these two hypothetical scenarios is that it is crucial that the correct question paper is issued. As an extension of this point, examination personnel are reminded that they should be mindful of the start/end time and the duration of each examination paper, as these may differ across syllabuses. The proper administration of the examinations is essential to the fairness of the examinations. Another point that deserves special mention in this section is that examination personnel are not permitted to use their mobile phones or other communicative devices during the examination and are advised not to take these into the examination centre. PROFESSIONALISM OF THE EXAMINATION PERSONNEL This section is a light-hearted take on this matter but contains gems of wisdom from which everyone can benefit. Before starting, we would like to thank all examination personnel for being obliging people who endeavour to put students at ease during the examinations so as to optimise their performance. To their credit, it is with this mindset that our examination personnel approach examination duty; yet, sometimes the small things a person brushes off as being inconsequential can have farreaching effects. A case in point may be that of an invigilator who originally intended to give aromatic support through soothing scents but ends up putting on a little too much perfume, thus becoming distracting to candidates with keen olfactory senses and a nightmare to candidates with perfume allergies. Similarly, an invigilator who pushes the limits of fashion styles While we trust that all examination personnel will be professional when conducting examinations, we remind examination personnel to pay special attention to the pre-examination briefing conducted at the examination centre as it will address this point and hopefully give examination personnel greater insights into how they can enhance their professionalism when administering the examinations. In conclusion, examination personnel have a big part to play in creating a conducive environment for examinations. We are sure candidates are grateful to them because they know that the physical set-up of the examination centre does not miraculously come together in one big bang. Just remember though that while administering examination can be a breeze, we must always remain watchful for the turn in the wind which signals that a hurricane is brewing, and react accordingly. If we don’t, a major irregularity may blow our way, and with it, we may get swept off with the storm, wishing that we had been vigilant when we had the chance. TRAINING SESSIONS CONDUCTED BY SEAB IN 2005 SEAB Training and Consultancy started the year with a series of customised workshops for the staff of ITE’s Examination Service Department and Examination Systems Department. In April 2005, SEAB Training and Consultancy repositioned itself as part of SIGMA Assessment Services Pte Ltd, a wholly-owned subsidiary of SEAB, which provides non-national examination related training and consultancy services. In July 2005, two scheduled talks on assessment were offered to the public: one on the assessment of English Language and the other on the use of taxonomies in assessment. In the same month, at the request of an educational institution, three customised workshops on item-setting were conducted for their teachers. Other similar workshops and consultancy sessions were also offered to our partner schools as part of SEAB’s Partner School Programme. SEAB conducting training on ‘Assessment In Primary Schools (General Principles)’ to teachers 3 SEAB’s National Day Celebrations On 8 Aug, SEAB held our National Day celebration. We started the morning with the National Day Observance Ceremony. This was followed by the issuing of energy packs which we happily brought along to Sungei Buloh Wetland Reserve. The rest of the morning was spent at the wetland reserve, where we marvelled at the various species of mangroves, mudflats, and animals present. It was a good time for SEABlings to bond in the midst of the natural scenery of the wetland reserve. Many of us left the place with valuable lessons learnt about the wetland ecosystem. The afternoon was spent back at the SEAB building. After a scrumptious buffet lunch, we engaged in the joint recitation of the National Education poem and were challenged by a ‘National Day Quiz’ where various questions on Singapore were posted. As usual, SEABlings rose to the occasion by giving the correct answers to many of the questions. SEABlings posing for a group photograph at the entrance of Sungei Buloh Wetland Reserve The day’s excitement grew when SEABlings were further challenged by the various games organised for the afternoon – scrabble, table tennis, and bowling. For SEABlings who preferred non-competitive activities, there was a movie screening in the staff lounge. All in all, it was a wonderful and joyous occasion as SEABlings celebrated National Day. We are also pleased to announce that three of our SEABlings have been awarded National Day Awards in 2005. They are: The Public Administration Medal (Bronze) Mr Lee Ah Huat The Commendation Medal Mr Sia Kian Teck The Long Service Medal Mdm Ang Geok Tin Mr Lee, Mr Sia and Mdm Ang, OUR HEARTFELT CONGRATULATIONS TO YOU! SEABlings catching a glimpse of migratory birds at Sungei Buloh Wetland Reserve Calendar of Events (Sep - Dec 2005) September PSLE 14 Sep 16 Sep O-LEVEL 26 Sep N-LEVEL 2 Sep 5 - 6 Sep 6 Sep 13 Sep 15 Sep Make-Up Oral Exams LC Exams English Language LC Exam Written Exams Mother Tongue LC Exam Computer Application Practical Exam Elements of Office Administration Practical Exam Mother Tongue B Oral Exams A-LEVEL 26 Sep Mother Tongue B Oral Exams October PSLE 5 - 7, 10 - 11 Oct 18 - 21 Oct O-LEVEL 3 - 10 Oct 12 - 28 Oct 18 - 27 Oct 24 - 27 Oct 31 Oct - 23 Nov O-LEVEL 31 Oct - 23 Nov 4 Nov 11 Nov 16 Nov Written Exams Marking Exercise Foreign Languages Oral Exams Asian and Foreign Languages Exams Science Practical Exams Music Performing Exams Written Exams Written Exams German LC Exam / Japanese LC Exam French LC Exam Mother Tongue B LC Exam For enquiries, please contact: PSLE: Miss Tang Kar Tian ([email protected]) N-Level: Mr Loh Jee Seng ([email protected]) O-Level: Mr Leonard Low ([email protected]) A-Level: Mr Wong Tien Han ([email protected]) Training Courses: Mdm Pang Fong Shea ([email protected]) N-LEVEL 3 - 11 Oct Written Exams A-LEVEL 3 - 10 Oct 19 - 27 Oct 24 - 27 Oct 31 Oct - 29 Nov Foreign Languages Oral Exams Science Practical Exams Music Performing Exams Written Exams November A-LEVEL 31 Oct - 29 Nov 7 Nov Written Exams A-Level French LC Exam A-Level German LC Exam 8 Nov AO-Level French LC Exam AO-Level German LC Exam 15 Nov 17 Nov Mother Tongue B LC Exam AO-Level Japanese LC Exam A-Level Japanese LC Exam 4
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