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Ats 2010 Fa Parents Briefing[1]
- 1. Ai Tong School’s Assessments Briefing
- 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. 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
- 7. Why is there a need to have assessment for learning?
- 14. Use of Formative and Summative Assessments in Subjects
- 17. Incorporation of performance activities aims to weave the different strands of language
- 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
- 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.
- 41. Further preparations for pupils prior to the tasks
- 45. Thank you for your attendance and attention
Notas del editor
- 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'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 "how they did," 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' 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.