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PERI Holistic Assessment Seminar 2010 Presentation Slides
- 1. Opening Address by Guest-of-Honour Ms Grace Fu Senior Minister of State Ministry of National Development and Ministry of Education 13 July 2010 PERI Holistic Assessment Seminar 2010
- 3. Recommendations of PERI Confident Persons Self-directed Learners Caring Citizens
- 5. PERI Holistic Assessment Prototype (HAPpe) Schools Focus of Prototyping Age-Appropriate Assessment Bite-sized Forms of Assessment Feedback on Learning Building Confidence and the Desire to Learn
- 6. Key Lessons Learnt from Prototyping Support Teachers Communicate with Parents Focus on the Child
- 8. 10 Developing Confidence and Effective Communication Show and Tell Dramatisation Role-play
- 9. Self-Assessment: Speaking Please tick (√) if the answer is ‘Yes’ I looked at my friends while speaking. I spoke clearly. My friends could hear me. I spoke in sentences. I could answer the questions my friends asked. Developing Confidence and Effective Communication Peer Assessment: Speaking Please tick (√) ☺ ☺ ☺ ☺ ☺ ☺ My friend looked at us while speaking. My friend spoke clearly. My friend was well-prepared. My friend knows the topic well. Teacher Assessment
- 10. Show and Tell: Peer Feedback
- 11. Work with Numbers Explore Patterns Solve Problems Express Thinking Mathematics Learning
- 12. P1 Journal Task: Addition and Subtraction up to 20 Answer of Pupil A Susan says that 12 + 3 is the same as 3+ 12 Is she right? Why? You can write or draw to show me. Mathematics Journaling Answer of Pupil B
- 13. “ Assessment is not like a test, so scary. I can show my teacher what I can do and what I understand from the lesson. My teacher can also tell me immediately what mistakes I make. I like to be able to show my way of solving a problem.” Marcus Yeo, P2, Fairfield Methodist (Primary) A Primary 2 Pupil’s Comments
- 14. Different Assessment Methods and Strategies
- 15. Holistic Reporting @ Nanyang Primary School Holistic Portfolio Apple Progress Card Report Book (Termly) (Semestrally) (End-of-Year) Holistic Reporting
- 16. Holistic Reporting Child’s Portfolio Paper-and-pencil tests Reflections Journal Writing Self Assessment tools, rubrics, checklists Feedback from Teachers, peers & Parents Collection of Completed work Drafts of individual Work
- 18. Parents’ Support Affirm Children’s Effort Be Proud of their Learning Progress & Achievements
- 19. Supporting Teachers and Schools Maklum Balas Subject-based Workshops Planning Workshops Networking & Professional Sharing Consultancy Visits to Schools Co-Development of Resources
- 20. PERI Holistic Assessment Website
- 21. School Leadership in Holistic Assessment Create and Communicate Vision Build School Culture Ensure Safe Environment Support Professional Learning Whole School Approach
- 22. School Leadership in Holistic Assessment
- 23. ~ Holistic Development, Transformative Assessment ~
Editor's Notes
- Customizable Slide (pictures only): School may use pictures of their pupils. To help your child develop an understanding of Mathematical concepts, there will be many opportunities for him to work with real objects. The teachers will relate the concepts to everyday things around the children so that they see the relevance of mathematics in their daily lives. In this way, the learning of mathematics becomes meaningful for them. Your child will also learn to explain how he solves math problems.
- Customizable Slide: School to show their assessment plan for Mathematics and insert relevant pictures. Teachers will observe how the pupils go about doing their work when they are engaged in an activity. Teachers can call on pupils to explain their thinking and reasoning. Through their explanation, teachers will get a better understanding of the pupils’ understanding and mastery. Teachers can also check on the pupils’ performance in the worksheet that accompanies the activity. Having a more accurate understanding of the pupils’ thinking and reasoning will help the teacher better address their learning difficulties or misconceptions.
- Customizable Slide: School to show their assessment plan for Mathematics and insert relevant pictures. Teachers will observe how the pupils go about doing their work when they are engaged in an activity. Teachers can call on pupils to explain their thinking and reasoning. Through their explanation, teachers will get a better understanding of the pupils’ understanding and mastery. Teachers can also check on the pupils’ performance in the worksheet that accompanies the activity. Having a more accurate understanding of the pupils’ thinking and reasoning will help the teacher better address their learning difficulties or misconceptions.