Jason Lum Tuck Choi

Jason Lum Tuck Choi has spent over two decades in education, growing alongside colleagues and students at Fairfield Methodist School (Secondary), where he has served as a Physical Education educator, Subject Head, and Lead Teacher. His professional journey has increasingly centered on strengthening teacher learning — supporting educators in translating research-informed pedagogies into practical classroom strategies that enhance student outcomes.

In 2023, Jason was conferred the Fellow of the Academy of Singapore Teachers award. He regards this recognition not only as a milestone, but as a platform for continued service to the teaching fraternity. It represents a responsibility to contribute actively to professional conversations, mentor fellow educators, and support the collective advancement of teaching practice across schools.

Through his involvement with PESTA and cluster networks, Jason has facilitated professional learning experiences that integrate Inquiry-Based Learning, Assessment for Learning, and purposeful EdTech use. He sees professional growth as a collaborative endeavor where educators engage in inquiry, reflect on practice, and refine their approaches based on evidence of student learning.

Bridging Research and Classroom Application Through Innovation

A defining aspect of Jason's work is the commitment to bridging research with classroom application, particularly in the area of Assessment for Learning. He has explored how digital tools and AI affordances can make student thinking more visible, enabling teachers to provide timely and actionable feedback.

For example, in his softball batting lessons, Jason experimented with AI-supported feedback tools to help students analyze technique and reflect on performance. This approach allowed assessment to move beyond observation toward deeper student self-awareness and ownership of learning. Similarly, his use of the Learning Experience Assistant within the Singapore Student Learning Space (SLS) has supported both formative assessment and differentiated feedback, enabling teachers to respond more effectively to diverse learning needs.

Innovation, in Jason's view, is not about adopting technology for its own sake, but about enhancing pedagogical clarity and improving how we respond to evidence of learning.

Assessment as a Driver of Professional Growth

Jason’s belief in Assessment for Learning extends beyond students to professional development itself. Whether working with teachers or students, he sees assessment as a way to gauge understanding, refine approaches, and strengthen effectiveness. Evidence of learning — shifts in teacher confidence, classroom practice, or student engagement — provides valuable feedback that informs his own growth as an educator.

Receiving the AST Fellowship in 2023 reinforced Jason's commitment to serving the fraternity by creating professional spaces where teachers feel supported to experiment, reflect, and grow. He believes that teacher development thrives when grounded in trust, shared inquiry, and a collective purpose to improve learning for students.