PSLE - Press On, be grateful.

No stress. PSLE is a learning journey. Be grateful. Press on. 

That is the message from the senior vice-president of an education company, Edmund W.K. Lim. His article today reads as much: “No stress, just treat it as feedback on journey of learning.”

If I flesh it out, Edmund’s article comes in three lessons. 

But before that, he defined such key milestone exams like PSLE or O levels as summative assessments of learning.

This is how summative assessment is defined: -

“The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark.”

I know, the red flags are words like “comparing” and “benchmark” at the end of an instructional unit. In our case, it refers to the summation of a child’s academic journey at the end of primary six or at the end of secondary 4 (express) and 5 (normal). 

Basically, your academic achievement is graded. You would then know where you stand. You would then know how you fare. Like it or not, you are often judged by the slip you hold in your hand. 

And just as a sidetrack, I heard of a true story concerning a father who returned home one day, and saw his wife and daughter hugging each other, in tears. What he dreaded most had come through: his daughter did not make the grade to get into a GEP class. 

The pain was made worse for both mother and child as they had worked so hard for it, prepping her on an intensive diet of GEP-related training and tutoring. Further, and this cuts deep, the kids in her mother’s circle of friends made it. 

As such, her child would feel left out while the rest embarks on an exclusive gifted track. 

So, that is the double-edged sword of comparing and benchmarking for such summative assessments most students at that young age (including parents) have to endure through if they happen to not make the grade.

But Edward’s article offers some directions for those who fell through. They are practical, rather commonsensical, lessons for your child. 

First, he wrote that “instead of perceiving a summative assessment as an end in itself, it helps to also regard it as a feedback of one’s learning at a specific point in one’s academic journey.”

This is a good reminder. He added: “Even if pupils do not achieve their desired academic results, they can nurture a strong self-belief that they can learn and perform better.”

You can’t argue with that. But the gap between good advice and good response takes time (some never recovered), and not without a whole lot of tears, anger, self-condemnation, shame, and pain. 

The society plays a part here, and the sad reality is, our society doesn’t take kindly to people who doesn’t shine. No doubt we are trying to change that, yet, after decades of meritocratic grilling, an oil tanker needs a much wider berth to execute a U-turn. 

Second, Edmund wrote: “The second helpful approach is to regard assessments as a way to develop perseverance in learning. Educators and parents can support pupils in nurturing the determination to work towards middle- or long-term goals, despite the difficulties.”

Another commonsensical nudge in the right direction. Don’t give up. Press on. Fall forward. Again, you can’t argue with that. 

Alas, sound advice but for a soundless world, nearly tone-deaf to the people whose grades fall short. 

Here, I empathise with the story of the young child who did not make the GEP grade. The loving parents had high hopes for their daughter, but loving efforts could not translate into passing grades. 

Some may even treat this not as a milestone, a stepping stone, but a millstone tied around their necks, a shame amulet they carry, parent and child. 

Yet, Edmund’s advice about perseverance is a timeless message for all to bear in mind and heart. It is hope that ultimately wins the day. 

For it is true that as long as you don’t give up, parents and child, the darkest before dawn will eventually give way to the brightest after morn. 

Lastly, Edmund made the most sense when he wrote this: “the third beneficial approach to assessment is to nurture a heart of gratitude.” 

He said: “A heart of gratitude enables people to cherish good experiences, build better relations and deal with adversity more effectively.”

When my youngest daughter got her DAS assessment recently, I noted the remarks that she is two years behind in cognitive learning. However you take it as a father, you take it to mean something about your child’s academic pathway. It just doesn’t look that good. 

But gratitude changes all that for me. It changes how I look at her - not from the lens of our an assessor, but as a father. The difference is important. 

When I look at Joy from the lens of an assessor, I benchmark her against the standards preset by society. I expect her to perform and meet standards, jump one hoop after another. 

I am not saying that that is a bad thing. I am just saying that sometimes we need to be reminded that we are a father to them first and not an assessor. 

I believe the eyes of a father still have expectations, yet it is one that is benchmarked against a nurturing relationship, not a graded one. The mutual empowerment comes from the bond, and not the scores. The latter is no doubt important, but it never takes precedence over the relationship. 

And this relationship is deepened by gratitude. It is the thankfulness that whatever happens, the first port of call is not blame, but understanding, not shame, but encouragement, and not apathy, but love and assurances. 

That to me is the anchor of gratitude. That is, come what may, my joy always makes me proud because the privilege of fatherhood is priceless, and beyond all worldly benchmarks.