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Ai Tong School’s  Assessments Briefing
Objectives <ul><li>To incorporate the use of assessments that reflect the child’s  learning process </li></ul><ul><li>A ma...
Revised weightings(2010) Term P1 P2 P3 1 CAs and SAs are replaced with Formative and Summative Assessment *No CAs and SA1 ...
Revised weightings (2010) 30% 30% 25% Summative 15% Formative  4 20% 18% 15% Summative 10% 12% 15% Formative 3 30% 18% 15%...
Formative Assessment <ul><li>Formative assessment  is a self-reflective process that intends to promote pupil’s achievemen...
Summative Assessment <ul><li>Assessment of the learning and summarizes the development of learners at a particular time </...
Why is there a need to have assessment for learning?
Purpose Features Benefits Formative Assessments Summative Assessments <ul><li>to provide a continuous process, which chart...
Benefits of Formative Assessment  (Teaching and Learning) <ul><li>Teachers are able to determine what pupils already know ...
Benefits of Formative Assessment  (Teaching and Learning) <ul><li>Teachers can create differentiated lessons and activitie...
<ul><li>Pupils are more motivated to learn </li></ul><ul><li>Pupils take responsibility for their own learning </li></ul><...
<ul><li>Standardised pen-and-paper mode of testing  may not  be sensitive enough in evaluating a child’s learning progress...
<ul><li>Assessments will now serve the purpose of assessing where the child is at, so that we can take them from  where th...
Use of Formative and Summative Assessments in Subjects
Types of formative tasks (English Language) <ul><li>Poetry recitals </li></ul><ul><li>Show-and-tell </li></ul><ul><li>Read...
<ul><li>Mini-tests (once a term) </li></ul><ul><li>Weekly spelling </li></ul><ul><li>Examinations (P2 and P3) </li></ul>Ty...
Incorporation of performance activities aims to weave the different strands of language
Creating a balanced Literacy Programme in Oracy using the Strands of Language Skills Examples of activities Strand 1 Liste...
Speaking task <ul><li>Presentation of ideas </li></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Sequencing </li></ul>...
Reading task <ul><li>P1-P2 </li></ul><ul><li>Pronunciation and articulation </li></ul><ul><li>Fluency and expression </li>...
Writing task <ul><li>P1-P2 </li></ul><ul><li>Content </li></ul><ul><li>Language </li></ul><ul><li>Organisation </li></ul><...
<ul><li>Poetry recitals (Primary 1,2,3) </li></ul><ul><li>Show-and-tell (Primary 1,2,3) </li></ul><ul><li>Story Book Shari...
Types of summative tasks (Chinese Language) <ul><li>Listening Comprehension (once a term for P1&2;  P3 Term 2 to 4) </li><...
Types of formative tasks (Mathematics) <ul><li>Math practical lessons </li></ul><ul><li>Project work (P3) </li></ul>
<ul><li>Byte-sized test  </li></ul><ul><li>Examinations (P2 and P3) </li></ul>Types of summative tasks (Mathematics)
Types of formative tasks (P3 Science) <ul><li>Practical tasks </li></ul><ul><li>Hands-on lessons </li></ul><ul><li>Project...
<ul><li>Examinations (P3 Semestral Assessments) </li></ul>Types of summative tasks (P3 Science)
Rubrics <ul><li>a scoring tool for assessments </li></ul><ul><li>allows teachers and students to assess various skills and...
Rubrics in Formative Assessments <ul><li>Serve as a mode of feedback to pupils, teachers and parents </li></ul><ul><li>Ide...
<ul><li>Pre-assessment phase </li></ul><ul><ul><li>clarify expectations and grading methods with learners.  </li></ul></ul...
Use of Rubrics <ul><li>Holistic rubrics </li></ul><ul><ul><li>when performance tasks require students to create some sort ...
Sample of template for Holistic Rubric Score Description 5 Demonstrates complete understanding of the problem. All require...
<ul><li>Analytic rubrics </li></ul><ul><ul><li>Reflects the different skills or characteristics that will be examined by t...
Getting There!  Keep it up!   WoW!   Ideas <ul><li>Much of the writing is not clearly focused.  </li></ul><ul>...
听说读写评量表 <ul><li>切合图意,内容完整,描述生动 </li></ul><ul><li>文句通顺,用词恰当,标点正确,错别字少   </li></ul><ul><li>能完成文章,内容完整 </li></ul><ul><li>文句还算...
Preparation for Teachers <ul><li>Training sessions by professional performance assessor from the NIE </li></ul><ul><li>Tra...
Preparation for Pupils <ul><li>Primary 1   </li></ul><ul><li>English (commenced in Term 1) </li></ul><ul><ul><li>Speech an...
<ul><li>Primary 2   </li></ul><ul><li>English (commenced in Term 1) </li></ul><ul><ul><li>Speech and Drama (3 sessions) </...
<ul><li>Primary 3   </li></ul><ul><li>English (commencing in Term 2) </li></ul><ul><ul><li>Story-telling (3 sessions) </li...
Information for Parents <ul><li>Termly updates: </li></ul><ul><ul><li>Circulars to inform parents of the assessment tasks ...
Further preparations for pupils prior to the tasks
<ul><li>Use of materials </li></ul><ul><ul><li>Go through the materials that have been issued with the child  </li></ul></...
<ul><li>Give constructive feedback after the practice sessions </li></ul><ul><ul><li>Build up their enthusiasm </li></ul><...
<ul><li>For further queries, you may direct them to: </li></ul><ul><li>Mr Sherman Tseng (HOD/EL)  [email_address] </li></u...
Thank you for your attendance and attention
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Ats 2010 Fa Parents Briefing[1]

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  • Encourage schools to move away from an overly strong emphasis on examinations in Primary 1 and 2, and explore the use of bite-sized forms of assessment to help build pupils’ confidence and desire to learn. Equip teachers to use rubrics to assess and provide pupils with richer and more holistic feedback on their development and skills acquisition in academic and non-academic areas. Encourage primary schools to provide parents with a more comprehensive “Holistic Development Profile“ which captures a fuller picture of their child’s progress and learning throughout the year. (After Point 3) This will enable the teachers to provide timely intervention for the pupils, when needed.
  • Assessments can be used as diagnostic tools to identify student strengths and weaknesses. They inform students of what they have learned well and not learned so well.
  • summative assessments designed to make judgments about student performance and produce grades. It provides information on the product&apos;s efficacy (its ability to do what it was designed to do). For example, did the learners learn what they were supposed to learn after using the instructional module. In a sense, it does not bother to assess &amp;quot;how they did,&amp;quot; but more importantly, by looking at how the learners performed, it provides information as to whether the product teaches what it is supposed to teach.
  • Purpose: (F) Formative assessments show students&apos; strengths and weaknesses. Teachers use this data to plan strong lessons or modify strategies that are not working, while students use the results as a sign of their progress. (S) summative assessments show the effectiveness of an academic program or class, and growth trends of individual students and entire classes. Features: (F) Formative assessments typically count as practice, not graded work. As the student learns, he and the teacher should use his data to monitor his achievements. (S) Course grades should be determined primarily through summative data from unit tests. Schools use summative assessments to set and assess school improvement goals and determine student schedules. Benefits: (F) Non-threatening Results - Formative assessments are scored but not graded. Students mark their own work and are encouraged to raise questions about the assessment and the material covered by the assessment. Direct and Immediate Feedback- Results of formative assessments are produced “on the spot;” teachers and students get them immediately. Teachers get a view of both individual and class performances while students learn how well they have done. Structured Information - Teachers can judge success and plan improvements based on the formative results. Students can see progress and experience success. Both teachers and students learn from the assessment results
  • Formative assessments enable: ongoing monitoring of the pupil’s learning development identification of pupil’s strengths and weaknesses in the respective areas holistic and meaningful feedback to be provided on the pupil’s progress and their capability to achieve the Learning Outcomes
  • Formative assessments enable: ongoing monitoring of the pupil’s learning development identification of pupil’s strengths and weaknesses in the respective areas holistic and meaningful feedback to be provided on the pupil’s progress and their capability to achieve the Learning Outcomes
  • Pupils will be given tasks to work on for a particular topic. Teachers will then assess pupil’s understanding and learning progress using a set of rubrics.
  • For the purpose of the school’s formative assessment, the rubrics have been created by the teachers in consultation with a lecturer from the NIE, Dr Barbara Spilchuk. The teachers also received training from Dr Spilchuk on the effective use of rubrics when conducting performance assessment in the classroom.
  • Transcript of "Ats 2010 Fa Parents Briefing[1]"

    1. 1. Ai Tong School’s Assessments Briefing
    2. 2. Objectives <ul><li>To incorporate the use of assessments that reflect the child’s learning process </li></ul><ul><li>A mandate from MOE’s PERI recommendations </li></ul><ul><li>Provide parents and teachers with a more holistic feedback on the child’s progress </li></ul>
    3. 3. Revised weightings(2010) Term P1 P2 P3 1 CAs and SAs are replaced with Formative and Summative Assessment *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%
    4. 4. Revised weightings (2010) 30% 30% 25% Summative 15% Formative 4 20% 18% 15% Summative 10% 12% 15% Formative 3 30% 18% 15% Summative   12% 15% Formative 2 - 5% Summative 10% 5% 0% Formative 1 P3 P2 P1 Assessment Term
    5. 5. Formative Assessment <ul><li>Formative assessment is a self-reflective process that intends to promote pupil’s achievement </li></ul><ul><li>Feedback from learning activities is actually used to adapt the teaching to meet the learner's needs </li></ul>
    6. 6. Summative Assessment <ul><li>Assessment of the learning and summarizes the development of learners at a particular time </li></ul>
    7. 7. Why is there a need to have assessment for learning?
    8. 8. Purpose Features Benefits Formative Assessments Summative Assessments <ul><li>to provide a continuous process, which charts achievement, identifies areas for development and indicates next steps for both teachers and learners </li></ul><ul><li>utilised to evaluate and grade students in their learning </li></ul><ul><li>Assessment for learning </li></ul><ul><li>occur while content is being taught and learned and should continue throughout the period of learning </li></ul><ul><li>Assessment of learning </li></ul><ul><li>Standardized tests and examinations that measure the pupil’s learning outcomes- done usually at the end of the topic/ term </li></ul><ul><li>Non-threatening results </li></ul><ul><li>Real-time and holistic feedback </li></ul><ul><li>Structured information </li></ul><ul><li>provides information on the product's efficacy (its ability to do what it was designed to do). </li></ul>
    9. 9. Benefits of Formative Assessment (Teaching and Learning) <ul><li>Teachers are able to determine what pupils already know and to what degree. </li></ul><ul><li>Teachers can decide what modifications need to be made to their instructions so that pupils can improve on their areas of weakness </li></ul>
    10. 10. Benefits of Formative Assessment (Teaching and Learning) <ul><li>Teachers can create differentiated lessons and activities for groups of learners or individual students. </li></ul><ul><li>Teachers can inform students about their current progress through a mode of holistic feedback, instead of relying on marks </li></ul>
    11. 11. <ul><li>Pupils are more motivated to learn </li></ul><ul><li>Pupils take responsibility for their own learning </li></ul><ul><li>Pupils become users of assessment </li></ul>Benefits of Formative Assessment (Pupils)
    12. 12. <ul><li>Standardised pen-and-paper mode of testing may not be sensitive enough in evaluating a child’s learning progress </li></ul><ul><li>Meant to test the pupil’s product of learning instead of the process of learning </li></ul><ul><li>Time lag between teaching and assessing since summative tests are done at the of the term/ semester </li></ul>
    13. 13. <ul><li>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 </li></ul>From here To here
    14. 14. Use of Formative and Summative Assessments in Subjects
    15. 15. Types of formative tasks (English Language) <ul><li>Poetry recitals </li></ul><ul><li>Show-and-tell </li></ul><ul><li>Reader’s theatre performance </li></ul><ul><li>Story-telling </li></ul><ul><li>Project work </li></ul><ul><li>Learning centre activity (Primary 1 and Primary 2) </li></ul><ul><li>STELLAR activities </li></ul><ul><li>Creative writing (Primary 3) </li></ul>
    16. 16. <ul><li>Mini-tests (once a term) </li></ul><ul><li>Weekly spelling </li></ul><ul><li>Examinations (P2 and P3) </li></ul>Types of summative tasks (English Language)
    17. 17. Incorporation of performance activities aims to weave the different strands of language
    18. 18. Creating a balanced Literacy Programme in Oracy using the Strands of Language Skills 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
    19. 19. Speaking task <ul><li>Presentation of ideas </li></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Sequencing </li></ul></ul><ul><li>Language </li></ul><ul><li>Communication skills </li></ul><ul><ul><li>Eye contact and posture </li></ul></ul><ul><ul><li>Audience engagement </li></ul></ul><ul><ul><li>Enthusiasm </li></ul></ul>
    20. 20. Reading task <ul><li>P1-P2 </li></ul><ul><li>Pronunciation and articulation </li></ul><ul><li>Fluency and expression </li></ul><ul><li>P3 </li></ul><ul><li>Gesture and posture </li></ul><ul><li>Characterization </li></ul><ul><li>Vocal and language skills </li></ul>
    21. 21. Writing task <ul><li>P1-P2 </li></ul><ul><li>Content </li></ul><ul><li>Language </li></ul><ul><li>Organisation </li></ul><ul><li>P3 </li></ul><ul><li>Elaboration of topic </li></ul><ul><li>Use of imagery </li></ul><ul><li>Conventions (poetry writing) </li></ul>
    22. 22. <ul><li>Poetry recitals (Primary 1,2,3) </li></ul><ul><li>Show-and-tell (Primary 1,2,3) </li></ul><ul><li>Story Book Sharing (Primary 1,2,3) </li></ul><ul><li>Pictorial Conversation (Primary 1 & 2) </li></ul><ul><li>Project work (Primary 3 only- components include Learning Journey Worksheet, Cover Page Design using Photoshop, Content Write-up and Show&Tell) </li></ul>Types of formative tasks (Chinese Language)
    23. 23. Types of summative tasks (Chinese Language) <ul><li>Listening Comprehension (once a term for P1&2; P3 Term 2 to 4) </li></ul><ul><li>Mini-tests (once a term) </li></ul><ul><li>Examinations (P2 and P3) </li></ul>
    24. 24. Types of formative tasks (Mathematics) <ul><li>Math practical lessons </li></ul><ul><li>Project work (P3) </li></ul>
    25. 25. <ul><li>Byte-sized test </li></ul><ul><li>Examinations (P2 and P3) </li></ul>Types of summative tasks (Mathematics)
    26. 26. Types of formative tasks (P3 Science) <ul><li>Practical tasks </li></ul><ul><li>Hands-on lessons </li></ul><ul><li>Project Work (P3) </li></ul>
    27. 27. <ul><li>Examinations (P3 Semestral Assessments) </li></ul>Types of summative tasks (P3 Science)
    28. 28. Rubrics <ul><li>a scoring tool for assessments </li></ul><ul><li>allows teachers and students to assess various skills and also provide ground for self-evaluation, reflection and peer review </li></ul>
    29. 29. Rubrics in Formative Assessments <ul><li>Serve as a mode of feedback to pupils, teachers and parents </li></ul><ul><li>Identifies a set of skills/ areas that the teacher will focus on for each assessed task </li></ul>
    30. 30. <ul><li>Pre-assessment phase </li></ul><ul><ul><li>clarify expectations and grading methods with learners. </li></ul></ul><ul><li>During assessment phase </li></ul><ul><ul><li>help evaluators to remain focused on the preset standards and objectively assess the learner. </li></ul></ul><ul><li>Post-assessment phase </li></ul><ul><ul><li>learners are given a scored rubric with clear explanation of their grade. </li></ul></ul>Rubrics in Formative Assessments
    31. 31. Use of Rubrics <ul><li>Holistic rubrics </li></ul><ul><ul><li>when performance tasks require students to create some sort of response and where there is no definitive correct answer (free response) </li></ul></ul><ul><ul><li>The focus is on the overall quality, proficiency, or understanding of the specific content and skills </li></ul></ul>
    32. 32. Sample of template for Holistic Rubric Score Description 5 Demonstrates complete understanding of the problem. All requirements of task are included in response. 4 Demonstrates considerable understanding of the problem. All requirements of task are included. 3   Demonstrates partial understanding of the problem. Most requirements of task are included. 2 Demonstrates little understanding of the problem. Many requirements of task are missing. 1 Demonstrates no understanding of the problem. 0 No response/task not attempted.
    33. 33. <ul><li>Analytic rubrics </li></ul><ul><ul><li>Reflects the different skills or characteristics that will be examined by the teacher </li></ul></ul><ul><ul><li>Students receive specific feedback on their performance with respect to each of the individual scoring </li></ul></ul><ul><ul><li>It is possible to then create a &quot;profile&quot; of specific student strengths and weaknesses </li></ul></ul>Use of Rubrics
    34. 34. Getting There!  Keep it up!  WoW!  Ideas <ul><li>Much of the writing is not clearly focused. </li></ul><ul><li>There may be few ideas or the ideas may be unimportant. </li></ul><ul><li>The writing mostly focuses on topic and purpose. </li></ul><ul><li>Some ideas may be weak or more details are needed. </li></ul><ul><li>The writing clearly focused on the topic and purpos e . It holds the reader ’ s attention. </li></ul><ul><li>Relevant anecdotes and details enrich the central theme. </li></ul>Word Choice <ul><li>Word choice is repetitive or uninteresting. </li></ul><ul><li>Some words are descriptive and vivid. </li></ul><ul><li>Attempts to use figurative language. </li></ul><ul><li>Most words are precise, descriptive and vivid. </li></ul><ul><li>Figurative language is well used. </li></ul>Sentence Fluency <ul><li>The sentences lack variety and are choppy . </li></ul><ul><li>The writing contains some awkward sentences. </li></ul><ul><li>The writing flows well. </li></ul><ul><li>Sentence length and structure vary. </li></ul>
    35. 35. 听说读写评量表 <ul><li>切合图意,内容完整,描述生动 </li></ul><ul><li>文句通顺,用词恰当,标点正确,错别字少 </li></ul><ul><li>能完成文章,内容完整 </li></ul><ul><li>文句还算通顺,用词贫乏,错别不 多 </li></ul><ul><li>能完成文章,内容不很完整,描述不很生动 </li></ul><ul><li>文句不很通顺,用词不很恰当,错别 字多 </li></ul><ul><li>不切合题图意;不能完成文章 </li></ul><ul><li>病句多,标点 </li></ul><ul><li>   、错别字很 多 </li></ul>书写能力 <ul><li>语音清晰、准确 </li></ul><ul><li>流利并有感情地朗读短文 </li></ul><ul><li>一般上读得正确,偶尔不清晰 </li></ul><ul><li>流利,但缺乏情感 </li></ul><ul><li>还算正确,错误不多 </li></ul><ul><li>偶尔迟疑重复 </li></ul><ul><li>不正确,错误多 </li></ul><ul><li>迟疑、重复、停顿多 </li></ul>朗读能力 <ul><li>意思完整,内容丰富 </li></ul><ul><li>用词恰当,句子完正,说话流利 </li></ul><ul><li>意思完整,内容符合要求 </li></ul><ul><li>用词贫乏,说话迟疑停顿 </li></ul><ul><li>在引导下,意思还算完整 </li></ul><ul><li>用词不太恰当,回答不完整,说话迟疑停顿 </li></ul><ul><li>需要引导,意思不完整 </li></ul><ul><li>词句不通,只能回 答部分问题 </li></ul>表达能力 <ul><li>能完全听懂意思 </li></ul><ul><li>能听懂大部分意思 </li></ul><ul><li>能听懂部分意思 </li></ul><ul><li>完全或大部分听不懂意思 </li></ul>聆听 能力 你真棒 !  好 !  继续努力 !  要多多努力 ! 
    36. 36. Preparation for Teachers <ul><li>Training sessions by professional performance assessor from the NIE </li></ul><ul><li>Training sessions by professional children’s performance trainer </li></ul><ul><li>Standardisation sessions prior to the assessment tasks </li></ul><ul><li>Timely review sessions to address the teacher’s areas of concerns after the conduct of the assigned tasks </li></ul>
    37. 37. Preparation for Pupils <ul><li>Primary 1 </li></ul><ul><li>English (commenced in Term 1) </li></ul><ul><ul><li>Speech and Drama (3 sessions)- English </li></ul></ul><ul><ul><li>“Show-and-tell” (7 sessions)- English </li></ul></ul><ul><li>Chinese Language (On-going) </li></ul><ul><li>- Reading, Reciting and Oral </li></ul><ul><li>Presentation practices by CL teachers </li></ul><ul><li>Mathematics </li></ul>
    38. 38. <ul><li>Primary 2 </li></ul><ul><li>English (commenced in Term 1) </li></ul><ul><ul><li>Speech and Drama (3 sessions) </li></ul></ul><ul><ul><li>Reader’s Theatre (6 sessions) </li></ul></ul><ul><li>Chinese Language (On-going) </li></ul><ul><li>- Reading, Reciting and Oral </li></ul><ul><li>Presentation practices by CL teachers </li></ul><ul><li>Mathematics </li></ul>Preparation for Pupils
    39. 39. <ul><li>Primary 3 </li></ul><ul><li>English (commencing in Term 2) </li></ul><ul><ul><li>Story-telling (3 sessions) </li></ul></ul><ul><li>Chinese Language Project Work </li></ul><ul><li>Photoshop Training (5x1h sessions) </li></ul><ul><li>CL teachers facilitation </li></ul><ul><li>Mathematics </li></ul><ul><li>Science </li></ul>Preparation for Pupils
    40. 40. Information for Parents <ul><li>Termly updates: </li></ul><ul><ul><li>Circulars to inform parents of the assessment tasks that pupils will have for the term (e.g. poetry recital, story-telling, etc) </li></ul></ul><ul><ul><li>Circulars to inform parents on the various training sessions that will be conducted for the pupils </li></ul></ul><ul><ul><li>Progress reports will be issued to parents </li></ul></ul>
    41. 41. Further preparations for pupils prior to the tasks
    42. 42. <ul><li>Use of materials </li></ul><ul><ul><li>Go through the materials that have been issued with the child </li></ul></ul><ul><li>Interpretation </li></ul><ul><ul><li>Discuss about the meaning and go through the various ways of reading the materials (e.g. rhythm, actions). Get them to demonstrate </li></ul></ul><ul><li>Provide suggestions for improvement </li></ul><ul><li>Encourage them to make suggestions for improvement </li></ul><ul><li>Set aside some time for practice </li></ul>
    43. 43. <ul><li>Give constructive feedback after the practice sessions </li></ul><ul><ul><li>Build up their enthusiasm </li></ul></ul><ul><ul><li>Do not emphasise on perfection </li></ul></ul><ul><li>Let the child view and listen to some positive demonstrations of such performance activities </li></ul><ul><ul><li>This will prepare them for the listening experience (to listen attentively without distracting the speakers, and to respond to the effectiveness of the activity) </li></ul></ul>
    44. 44. <ul><li>For further queries, you may direct them to: </li></ul><ul><li>Mr Sherman Tseng (HOD/EL) [email_address] </li></ul><ul><li>Mdm Sulasni (LH/EL) </li></ul><ul><li>[email_address] </li></ul><ul><li>Mdm Teo-Mok Ling Ling (LH/CL) </li></ul><ul><li>[email_address] </li></ul>
    45. 45. Thank you for your attendance and attention
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