The Primary School Leaving Examination (PSLE), coordinated by the Singapore Examinations and Assessment Board (SEAB) and the Ministry of Education (MOE), plays a significant role in the educational journey of every Singaporean student. It sets the tone for a student’s academic trajectory, making it a crucial milestone that impacts subsequent educational opportunities. In recent years, the MOE and SEAB introduced a new scoring system that affects all subjects, including English Language. In this article, we’ll unravel the PSLE scoring system and its implications on English Language.
The new scoring system transitioned from the T-score grading system to the Achievement Level (AL) grading system in 2021. This change was part of a broader strategy to shift from an overly competitive academic environment to a more holistic approach that focuses on a student’s individual development and mastery of subjects.
|Achievement Level (AL)||Score Range||Performance Description|
|AL1||90 – 100||Excellent understanding of subject matter and skills|
|AL2||85 – 89||Very good understanding of subject matter and skills|
|AL3||80 – 84||Good understanding of subject matter and skills|
|AL4||75 – 79||Adequate understanding of subject matter and skills|
|AL5||65 – 74||Some understanding of subject matter and skills|
|AL6||45 – 64||Minimal understanding of subject matter and skills|
|AL7||20 – 44||Very minimal understanding of subject matter and skills|
|AL8||0 – 19||Lack of understanding of subject matter and skills|
Under the AL scoring system, the score range is from AL1 to AL8, where AL1 signifies the highest achievement, and AL8 denotes the lowest. In English Language, for example, a student who scores between 90 to 100 marks would achieve AL1, while a score between 85-89 would fall under AL2. This continues down the scale until AL8, which covers scores below 20. The summation of the AL scores from four subjects – English Language, Mother Tongue, Mathematics, and Science – determines a student’s secondary school posting.
The implications of this change for the English Language are profound. English, being the medium of instruction and a compulsory subject, has always held a central role in Singapore’s education system. The new AL grading system has recalibrated how students approach the subject.
Firstly, the new scoring system underlines the importance of a comprehensive understanding of English. It’s not just about getting high scores anymore, but truly understanding and mastering the language. The AL system encourages students to develop a robust vocabulary, precise grammar, superior listening and speaking skills, and a deep understanding of a variety of texts. It emphasizes the comprehension and application of knowledge rather than rote learning.
Secondly, the AL scoring system promotes a healthier learning attitude towards English and other subjects. It discourages unhealthy competition among peers, focusing instead on individual progress. It means students can no longer rely on relative performance or bell curve grading but must strive for personal academic growth and development.
Lastly, the shift in the scoring system necessitates a change in teaching and learning strategies. It encourages pedagogical methods that promote understanding, critical thinking, and effective communication in English. Consequently, teaching English, especially for PSLE, needs to focus more on interaction, practical usage, and comprehension rather than mere theoretical learning.
As we unravel the PSLE scoring system and its implications on English Language, it is evident that the MOE and SEAB have taken steps towards creating a more balanced, student-centric education system. The changes align with global educational trends promoting individual understanding and mastery of subjects. As such, English Language learning for PSLE will have to adapt to nurture skills and abilities that would stand the test of time and serve students well beyond the examinations.