assessment in bgps · balanced assessment in bgps-- using formative assessment in the classrooms...
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Assessment in BGPS
Overview
• Balanced assessment in BGPS• Using Formative Assessment in the Classroom
• Changes in P1 HDP Reporting
• Parent-Child-Teacher Conferencing
• How to support your child
Balanced Assessment in BGPS-- Using 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 move learning forward
• Teach students what to look out for to produce good quality work
Balanced Assessment in BGPS-- Examples of Formative Assessment Tools
Rubrics / Checklists Mini-whiteboards
Balanced Assessment in BGPS-- Examples of Formative Assessment Tools
ICT tools (e.g. Plickers, Kahoot!)
Balanced Assessment in BGPS-- Formative Assessment Tools in Student Handbook
Balanced Assessment in BGPS-- Changes in P1 & P2 HDP Reporting
• Changes in P1-P2 Holistic Development Profile (HDP) Reporting
Current Practice 2019 Onwards
• *Weighted Assessments (WA) are conducted during P1 and P2, and EYE at P2
• Students’ learning progress is reported using marks and grades
• No WA, school will use formative assessments to move students’ learning forward
• Qualitative descriptors used to report mastery of learning at P1 and P2
*A weighted assessment refers to an assessment for which scores attained count towards the subject grade.
Balanced Assessment in BGPS-- Changes in P1 & P2 HDP Reporting
• 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 BGPS-- Parent-Child-Teacher Conferencing (PCTC)
• Rationale: To engage learners in the assessment process and in communicating their own learning (“Student’s voice”)
• Child 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
• When? – P1 PCTC to be held in July 2019
– P2 to P6 PCTC will be held once a year
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