Unveiling the Pedagogical Paradox: A Quality Assessment of Explanatory Notes and Cognitive Demands in Singapore Primary Science Assessment Books
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Abstract
Empirical research on the quality and pedagogical effectiveness of Singaporean primary science assessment books is scarce despite their widespread use. This study aimed to evaluate their explanatory notes and assessment items. Twenty-six commercially available Primary Four Science assessment books (Singapore Ministry of Education syllabus-aligned, 2021-2025) were analyzed. Trained personnel assessed explanatory components for type, location, proportion, and quality (35-point rubric). Questions were evaluated for type, proportion, cognitive demand (Bloom's Taxonomy), science process skills, clarity, language, and context. Only 53.8% of books had explanatory notes (mean 32% of pages), universally in answer sections. Mean note quality was 62.9%, with ‘completeness’ and ‘examples’ scoring lowest. Questions formed 73.6% of pages, primarily multiple-choice and open-ended structured. All books addressed Bloom's Taxonomy up to ‘evaluating’ but omitted ‘creating’. Science process skill ‘Formulating a hypothesis’ was also universally absent. Question language was clear, but contexts lacked Singapore-specific scenarios. These assessment books largely function for practice and summative testing, often with inadequate or poorly placed explanations. A universal cognitive ceiling exists, failing to foster higher-order skills like ‘creating’ or ‘formulating hypotheses’. This indicates a market prioritizing question volume and standardized assessment, leading to pedagogically limited resources.
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