I REFER to the recent letters on the Primary School Leaving Examination (PSLE).

The Singapore Examinations and Assessment Board (SEAB) has in place a careful and rigorous process to ensure that PSLE papers have an appropriate balance of easier and more difficult questions, and are comparable in standard to those of previous years.

The panel responsible for developing the Mathematics paper comprises experienced school teachers, subject specialists from the Ministry of Education and assessment specialists from SEAB. Its members are well-versed with the syllabus and with what pupils of different abilities can do.

In setting the paper, the panel adhered to a test blueprint that ensures that the paper covers the syllabus adequately and specifies the proportions of easy, average and difficult questions. These proportions are pre-defined so that the standard of the paper is maintained from year to year.

Besides the test blueprint, there are processes to calibrate the difficulty level of each question and to control the overall standard of the paper.

The level of difficulty in this year's PSLE Mathematics paper was similar to that in previous years.

The easier questions assessed pupils on their knowledge of basic concepts and skills, including simple arithmetical operations and straightforward calculations involving percentages and fractions. Most pupils are able to handle these questions.

Questions of average difficulty assessed pupils on their understanding of concepts and computation skills, for example, calculating the value of angles in geometric figures and calculating perimeters and areas. These were designed to be within the ability of average pupils.

The more difficult questions tested pupils on problem-solving skills in various contexts, for example, speeds and travel times in a car journey. Some of these questions were structured into smaller parts so as to guide pupils towards the solution.

The PSLE Mathematics paper was designed so that it was accessible to most pupils, but was able to adequately distinguish between pupils of different abilities, which is the purpose of the examination.

The Science paper was designed using the same processes, so as to ensure that the paper is a balanced one and is comparable in standard to those of previous years. As Mdm Chia Seng Geok noted (ST, Oct 13), some of the questions were structured into smaller parts. This was done so as to help pupils answer them. These sub-questions are not standalone questions, as they are based on the same context and assess similar or related concepts. The panel of examiners also ensured that the reading load was manageable, so that most pupils had sufficient time to complete the paper.

SEAB recognises that some pupils may provide alternative answers to PSLE Science questions that were more open-ended. In the marking of scripts, all alternative answers are evaluated and given credit if the answer is relevant to the question and is based on the appropriate use of science concepts.

Tan Yap Kwang
Chief Executive
Singapore Examinations and Assessment Board