This chapter provides a discussion on how the Singapore education system uses evidence from educational research conducted both locally and internationally, to shape policies and initiatives that can effectuate the "common good". In addition to research outcomes, the Singapore Ministry of Education also takes into consideration the various theories in the various aspects of education, specifically in teaching and learning (which includes curriculum matters, pedagogical issues and assessment practices). The common good referred to here are better positive outcomes to the relevant stakeholders (i.e., the students, parents, teachers and the school leadership) in the teaching and learning processes. Examples of earlier policy decisions that befit the conditions and situations of the education scenario of that time, are described. Focus for the current situation where policy decisions may be made that will impact on teachers' practices is research on assessment practices in schools. The common good with better assessment practices is the more accurate measures of student learning and growth, resulting in students knowing better where they stand, and teachers knowing better the areas and concepts where students lack clarity in, and what they are already clear about and have learnt well. With greater autonomy given to schools by the Singapore Ministry of Education, schools are encouraged to be innovative in their teaching and learning approaches and as such, schools may also decide on their own policies in teaching practices. [For the complete volume, "Evidence and Public Good in Educational Policy, Research and Practice. Educational Governance Research. Volume 6," see ED613293.]