assessment in bgps - moe · 2020. 1. 10. · balanced assessment in bgps p1 & p2 holistic...
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Assessment in BGPS
Overview
• Balanced assessment in BGPS• Using Formative Assessment in the Classroom
• P1 & P2 Holistic Development Profile (HDP)
• BGPS Learning Dispositions
• Parent-Child-Teacher Conferencing (PCTC)
• Assessment Structure from P1 to P6
• How to support your child
BALANCED ASSESSMENT
Formative
Summative
Balanced Assessment in BGPSUsing Formative Assessment in the classrooms
Formative Assessment (FA) :
Processes that teachers and students use to gather evidence for the purpose of improving learning
Through the use of tools & strategies, teachers will:
• Find out what students have learnt
• Provide descriptive feedback
• Help students to move learning forward
• Teach students what to look out for and produce good quality work
Balanced Assessment in BGPSExamples of Formative Assessment Tools
Rubrics / Checklists
Mini-whiteboards
Balanced Assessment in BGPSExamples of Formative Assessment Tools
A Variety of ICT tools
Balanced Assessment in BGPSFormative Assessment Tools in Student Handbook
Balanced Assessment in BGPSP1 & P2 Holistic Development Profile (HDP)
No Weighted Assessments in P1 and P2
Qualitative descriptors are used to report mastery of specific learning outcomes at P1 and P2 based on:
• Formative assessments• Bite-size tasks and daily work
* A weighted assessments refers to an assessment for which scores attained count towards the subject grade.
Bite-size tasks may include class quizzes, short writing, reading and performance tasks, show and tell, presentations etc.
Balanced Assessment in BGPSP1 & P2 Holistic Development Profile (HDP)
Sample HDP with qualitative descriptors
Holistic Development ProfileName : Adrian Tan Date : 6 Nov 2019
Age on 1st Jan : 6 S/N : 15 Identification No : T0612345F
Class : P1-Respect
Form Teacher : Miss Tan Co-Form Teacher : Miss Low
SUBJECT : MATHEMATICS
• Understands number notations, representations and place values up to tens. Accomplished
• Understands the concepts of addition and subtraction, including the relationship between adding and subtracting.
Competent
• Identifies, sorts, compares and order objects (e.g. by colour, shape, size or orientation) Competent
• Tell time to the hour / half hour. Developing
Qualitative Descriptors to
state your child’s mastery for an LO
Specific Learning Outcomes
for each subject
Balanced Assessment in BGPSP1 & P2 Holistic Development Profile (HDP)
Qualitative
Descriptors
What It Means
Accomplished Strong understanding and application of concepts and skills
- Thorough understanding of all or nearly all key concepts and skills and routinely makes
connections/ or demonstrates them
Competent Good understanding and application of concepts and skills
- Understands most key concepts and skills and often makes connections to them/ or
demonstrates them
Developing Basic understanding and application of concepts and skills
- Understands some key concepts and skills and occasionally makes connections to
them/or displays them in action
Beginning Minimal understanding and application of concepts and skills
- Displays very little understanding of basic concepts and skills and rarely makes
connections to them/ or displays them in action
Balanced Assessment in BGPSP1 & P2 Portfolio Files
• Showcase the best 3 to 4 pieces of student’s completed work for each subject. (e.g. quizzes, task sheets etc.)
• The student and the form teacher will discuss his/her subject mastery level and learning progress for different learning outcomes during PCTC with reference to these files.
Balanced Assessment in BGPSBGPS Learning Dispositions – “EMPOWER”
• Characteristics, behaviours, habits, attitudes and ways a learner responds to learning and acquire new knowledge
Appreciate diversity. Collaborate, listen and take the initiative to contribute.
Resilient in the face of difficulties. Persistent. Ready to learn from mistakes and from others.
Take responsibility for own learning. Strive to meet targets and expectations. Act on feedback to improve.
Have a sense of wonder about the world around them. Keen to explore new ideas and interests.
Motivated to come to school. Interested to learn and participate in activities.
Flexible in thinking. Reasoned and thoughtful. Innovative in finding ways to acquire and apply learning.
Empathy
Perseverance
Ownership
Wonder
Enthusiasm
Resourcefulness
EM
P
O
W
E
R
Balanced Assessment in BGPSBGPS Learning Dispositions – “EMPOWER”
About Your Child (AYC) Form
Balanced Assessment in BGPSParent-Child-Teacher Conferencing (PCTC)
Rationale: To engage learners in the assessment process and in communicating their own learning (“Student’svoice”)
• Student will be sharing his/her learning to parents and teacher during the meeting
• Guidance will be provided by his/her subject teacher prior to the meeting
• Portfolio files and AYC form will be referenced
When? – P1 PCTC to tentatively scheduled to be held in August 2020
– P2 to P6 PCTC is be held once a year
Balanced Assessment in BGPSAssessment Structure from P1 to P6
Level Term 1 Term 2 Term 3 Term4
Primary 1 Non-weighted bite-sized tasks
Primary 2 Non-weighted bite-sized tasks
Primary 3 Weighted Assessments (WA) End of Year Examination (SA2 - Semestral Assessment)
Primary 4 Weighted Assessment (WA) Mid Year Examination (SA1) Weighted Assessment (WA)
End of Year Examination (SA2 - Semestral Assessment)
Primary 5 Weighted Assessments (WA) End of Year Examination
(SA2 - Semestral Assessment)
Primary 6 Continual Assessment (CA) Mid Year Examination(SA1)
Preliminary Examinations
PSLE
* A weighted assessments refers to an assessment for which scores
attained count towards the subject grade.
Balanced Assessment in BGPSAssessment Structure from P1 to P6
All parents will receive a copy of
this Assessment Information
booklet in Term1
• Contains essential information and instructions on assessment in BGPS
How can you support your child?
sk open-ended questions :• “Why” and “How” questions to let your child tell you what
they are thinking
A
B
C
e specific in your feedback :• Let your child know how he/she can improve in the work quality
ulture of learning > grades :• Focus on improvement rather than comparing with his peers
Thank you