Assessment for contemporary needs

This is a mixed methods design study (Creswell 2005) where the results of both the interviews and survey supported the need for a variety of assessment modes (Gray & Sharp 2001; Hackling 2004; National Research Council 1996 2001 & 2003; Sebatane 1998; Sterenberg 1998) in order to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction. Anyone who is interested in both Rasch and unfolding models would also find the applications available in this study.