Ai Tong School’sAi Tong School’s Assessments Briefing Assessments Briefing

Objectives• To incorporate the use of assessments

that reflect the child’s learning process

• A mandate from MOE’s PERI recommendations

• Provide parents and teachers with a more holistic feedback on the child’s progress

Revised weightings(2010)

Term P1 P2 P31 CAs and

SAs are replaced

withFormative

and Summativ

e Assessme

nt

*No CAs and SA1

CA1 * No CA1

2 SA1 30%SA1

3 CA2 * No CA2

4 30%End-of-Year

Exams

SA2 30%SA2

Total 100% 100%

Revised weightings (2010)

Term Assessment

P1 P2 P3

1 Formative 0% 5% 10%

Summative

5% -

2 Formative 15% 12%  

Summative

15% 18%30%

3 Formative 15% 12% 10%

Summative

15% 18% 20%

4 Formative 15%

Summative

25%30% 30%

Formative Assessment

• Formative assessment is a self-reflective process that intends to promote pupil’s achievement

• Feedback from learning activities is actually used to adapt the teaching to meet the learner's needs

Summative Assessment

• Assessment of the learning and summarizes the development of learners at a particular time

Why is there a need Why is there a need to have assessment to have assessment

for learning?for learning?

Why is there a need Why is there a need to have assessment to have assessment

for learning?for learning?

Formative Assessments

Summative Assessments

•to provide a continuous process, which charts achievement, identifies areas for development and indicates next steps for both teachers and learners

•utilised to evaluate and grade students in their learning

•Assessment for learning•occur while content is being taught and learned and should continue throughout the period of learning

•Assessment of learning•Standardized tests and examinations that measure the pupil’s learning outcomes- done usually at the end of the topic/ term

•Non-threatening results•Real-time and holistic feedback•Structured information

•provides information on the product's efficacy (its ability to do what it was designed to do).

Purpos

eF

eatures

Benefit

s

Benefits of Formative Assessment

(Teaching and Learning)• Teachers are able to determine

what pupils already know and to what degree.

• Teachers can decide what modifications need to be made to their instructions so that pupils can improve on their areas of weakness

Benefits of Formative Assessment

(Teaching and Learning)• Teachers can create differentiated

lessons and activities for groups of learners or individual students.

• Teachers can inform students about their current progress through a mode of holistic feedback, instead of relying on marks

• Pupils are more motivated to learn• Pupils take responsibility for their own

learning• Pupils become users of assessment

Benefits of Formative Assessment

(Pupils)

Standardised pen-and-paper mode of testing may not be sensitive enough in evaluating a child’s learning progress

• Meant to test the pupil’s product of learning instead of the process of learning

• Time lag between teaching and assessing since summative tests are done at the of the term/ semester

• Assessments will now serve the purpose of assessing where the child is at, so that we can take them from where they are to where they are capable of going

From here

To here

Use of Formative Use of Formative and Summative and Summative Assessments in Assessments in

SubjectsSubjects

Use of Formative Use of Formative and Summative and Summative Assessments in Assessments in

SubjectsSubjects

Types of formative tasks

(English Language)• Poetry recitals• Show-and-tell• Reader’s theatre performance• Story-telling• Project work• Learning centre activity (Primary 1

and Primary 2)• STELLAR activities• Creative writing (Primary 3)

• Mini-tests (once a term)• Weekly spelling• Examinations (P2 and P3)

Types of summative tasks

(English Language)

Incorporation of Incorporation of performance activities performance activities

aims to weave the aims to weave the different strands of different strands of

languagelanguage

Incorporation of Incorporation of performance activities performance activities

aims to weave the aims to weave the different strands of different strands of

languagelanguage

Creating a balanced Literacy Programme in Oracy using the

Strands of LanguageSkills Examples of activities

Strand 1 Listening Story listening, show-and-tell, choral reading, poetry

Strand 2 Speaking Story listening, show-and-tell, choral reading, poetry

Strand 3 Reading Shared Book Approach (SBA), Direct instructions: vocabulary, themed

grammar and phonics

Strand 4 Writing Language Experience Approach, exposure to a variety of text types

Strand 5 Viewing Story listening, show-and-tell, choral reading, poetry

Strand 6 Representing Story listening, show-and-tell, choral reading, poetry

Speaking task

• Presentation of ideas– Content– Sequencing

• Language• Communication skills

– Eye contact and posture– Audience engagement– Enthusiasm

Reading taskP1-P2• Pronunciation and articulation• Fluency and expressionP3• Gesture and posture• Characterization• Vocal and language skills

Writing taskP1-P2• Content• Language• OrganisationP3• Elaboration of topic• Use of imagery• Conventions (poetry writing)

• Poetry recitals (Primary 1,2,3)• Show-and-tell (Primary 1,2,3)• Story Book Sharing (Primary 1,2,3)• Pictorial Conversation (Primary 1 & 2)• Project work (Primary 3 only-

components include Learning Journey Worksheet, Cover Page Design using Photoshop, Content Write-up and Show&Tell)

Types of formative tasks

(Chinese Language)

Types of summative tasks

(Chinese Language)• Listening Comprehension (once a

term for P1&2; P3 Term 2 to 4)• Mini-tests (once a term)• Examinations (P2 and P3)

Types of formative tasks

(Mathematics)• Math practical lessons

• Project work (P3)

• Byte-sized test • Examinations (P2 and P3)

Types of summative tasks

(Mathematics)

Types of formative tasks

(P3 Science)• Practical tasks• Hands-on lessons• Project Work (P3)

• Examinations (P3 Semestral Assessments)

Types of summative tasks

(P3 Science)

Rubrics

• a scoring tool for assessments• allows teachers and students to

assess various skills and also provide ground for self-evaluation, reflection and peer review

Rubrics in Formative Assessments

• Serve as a mode of feedback to pupils, teachers and parents

• Identifies a set of skills/ areas that the teacher will focus on for each assessed task

• Pre-assessment phase– clarify expectations and grading methods

with learners. • During assessment phase

– help evaluators to remain focused on the preset standards and objectively assess the learner.

• Post-assessment phase – learners are given a scored rubric with clear

explanation of their grade.

Rubrics in Formative Assessments

Use of Rubrics• Holistic rubrics

– when performance tasks require students to create some sort of response and where there is no definitive correct answer (free response)

– The focus is on the overall quality, proficiency, or understanding of the specific content and skills

Sample of template for Holistic Rubric

Score Description

5Demonstrates complete understanding of the problem.

All requirements of task are included in response.

4Demonstrates considerable understanding of the problem. All requirements of task are included.

3 Demonstrates partial understanding of the problem.

Most requirements of task are included.

2Demonstrates little understanding of the problem. Many

requirements of task are missing.

1 Demonstrates no understanding of the problem.

0 No response/task not attempted.

• Analytic rubrics– Reflects the different skills or

characteristics that will be examined by the teacher

– Students receive specific feedback on their performance with respect to each of the individual scoring

– It is possible to then create a "profile" of specific student strengths and weaknesses

Use of Rubrics

Getting There!

Keep it up!

WoW!

Ideas

Much of the writing is not clearly focused. There may be few ideas or the ideas may be unimportant.

The writing mostly focuses on topic and purpose. Some ideas may be weak or more details are needed.

The writing clearly focused on the topic and purpose. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme.

Word Choic

e

Word choice is repetitive or

uninteresting.

Some words are descriptive and vivid. Attempts to use figurative language.

Most words are precise, descriptive and vivid. Figurative language is well used.

Sentence

Fluency

The sentences lack variety and

are choppy.

The writing contains some

awkward sentences.

The writing flows well. Sentence length and structure vary.

听说读写评量表要多多努力 !

继续努力 !

好 !

你真棒 !

聆听能力

完全或大部分听不懂意思

能听懂部分意思 能听懂大部分意思 能完全听懂意思

表达能力

•需要引导，意思不完整•词句不通，只能回答部分问题

•在引导下，意思还算完整•用词不太恰当，回答不完整，说话迟疑停顿

•意思完整，内容符合要求•用词贫乏，说话迟疑停顿

•意思完整，内容丰富•用词恰当，句子完正

，说话流利 朗读能力

•不正确，错误多•迟疑、重复、停顿多

•还算正确，错误不多•偶尔迟疑重复

•一般上读得正确，偶尔不清晰•流利，但缺乏情感

•语音清晰、准确•流利并有感情地朗读短文

书写能力

•不切合题图意；不能完成文章•病句多，标点　　　、错别字很多

•能完成文章，内容不很完整，描述不很生动•文句不很通顺，用词不很恰当，错别字多

•能完成文章，内容完整•文句还算通顺，用词贫乏，错别不多

•切合图意，内容完整，描述生动•文句通顺，用词恰当

，标点正确，错别字少

Preparation for Teachers• Training sessions by professional

performance assessor from the NIE• Training sessions by professional

children’s performance trainer• Standardisation sessions prior to the

assessment tasks• Timely review sessions to address

the teacher’s areas of concerns after the conduct of the assigned tasks

Preparation for Pupils

Primary 1 • English (commenced in Term 1)

– Speech and Drama (3 sessions)- English– “Show-and-tell” (7 sessions)- English

• Chinese Language (On-going) - Reading, Reciting and Oral

Presentation practices by CL teachers

• Mathematics

Primary 2 • English (commenced in Term 1)

– Speech and Drama (3 sessions)– Reader’s Theatre (6 sessions)

• Chinese Language (On-going) - Reading, Reciting and Oral

Presentation practices by CL teachers

• Mathematics

Preparation for Pupils

Primary 3 • English (commencing in Term 2)

– Story-telling (3 sessions)• Chinese Language Project Work- Photoshop Training (5x1h sessions)- CL teachers facilitation

Mathematics• Science

Preparation for Pupils

Information for Parents

• Termly updates:– Circulars to inform parents of the

assessment tasks that pupils will have for the term (e.g. poetry recital, story-telling, etc)

– Circulars to inform parents on the various training sessions that will be conducted for the pupils

– Progress reports will be issued to parents

Further Further preparations for preparations for

pupils prior to the pupils prior to the taskstasks

Further Further preparations for preparations for

pupils prior to the pupils prior to the taskstasks

• Use of materials– Go through the materials that have

been issued with the child • Interpretation

– Discuss about the meaning and go through the various ways of reading the materials (e.g. rhythm, actions). Get them to demonstrate

• Provide suggestions for improvement

• Encourage them to make suggestions for improvement

• Set aside some time for practice

• Give constructive feedback after the practice sessions– Build up their enthusiasm– Do not emphasise on perfection

• Let the child view and listen to some positive demonstrations of such performance activities – This will prepare them for the

listening experience (to listen attentively without distracting the speakers, and to respond to the effectiveness of the activity)

For further queries, you may direct them to:

• Mr Sherman Tseng (HOD/EL) tseng_shuet_wei@moe.edu.sg

• Mdm Sulasni (LH/EL) sulasni_abdul_rahman@moe.edu.sg• Mdm Teo-Mok Ling Ling (LH/CL) teo-mok_ling_ling@moe.edu.sg

Thank you for your attendance and attention