OUR AFL JOURNEY (THEN & NOW)
THEN
• Depended on O/N Level assessment rubrics and Markers’ Comments to make known expectations.
BAND DESCRIPTORS FOR THE ASSESSMENT OF LANGUAGE IN SECTION 1 Factor A (27 - 30) B (23 - 26) C (19- 22) D (15 - 18) Accuracy in language
Apart from very occasional slips, the language is accurate
The language is accurate; occasional errors are either slips or arise from attempts to use ambitious structures or vocabulary that may be imperfectly understood.
The language is mostly accurate; errors that occur will not mar clarity of communication.
The language is sufficiently accurate to communicate meaning. There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used.
Sentence structure
Sentence structure is varied and demonstrates the candidate's skill to use different lengths and types of sentences for particular effects
Sentences show some variation of length and type, including the confident use of complex sentences to create some natural fluency.
Sentences may show some variety of structure and length, although there may be a tendency to repeat sentence types and 'shapes', producing a monotonous effect.
There may be some variety of sentence length and structure, but the reader may not be convinced that this variety is for a particular purpose.
Verb forms Verb forms will be largely correct and appropriate tenses consistently used to sustain a logical progression of events or ideas.
There may be occasional slips in verb forms or tense formation but sequence will be consistent and clear throughout the piece.
There may be errors in irregular verb forms but control of tense sequence will be sufficient to sustain a clear progression of events or ideas.
There may be errors in verb forms and tense consistency which cause some uncertainty in the sequence of events or disturb the ease of communication.
Vocabulary Vocabulary is wide and precise.
Vocabulary is wide enough to convey intended shades of meaning with some precision
Vocabulary and idioms are mainly correct when they are simple; mistakes may occur when more sophistication is attempted.
Vocabulary is usually adequate to convey intended meaning, although it may be insufficiently developed to achieve precision. Idiom may be uncertain at times
Punctuation Punctuation is accurate and helpful to the reader.
Punctuation is accurate and generally helpful.
Sentence separation is correctly marked by punctuation. Punctuation is generally accurate, although errors may occur when more difficult tasks are attempted e.g. the punctuation of direct speech.
Punctuation will be used but may not enhance/clarify meaning. Some sentence separation errors may occur occasionally.
Spelling Apart from very occasional slips, spelling is accurate across the full range of vocabulary used.
Spelling is nearly always accurate.
Spelling of simple vocabulary is accurate; errors may occur when more ambitious vocabulary is used.
Simple words will be spelt accurately, but more complex vocabulary may show some spelling weakness.
Paragraph Paragraphs have unity, are linked, and show evidence of planning.
Paragraphs show some evidence of planning, have unity and are usually appropriately linked.
The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate.
Paragraphs will be used but may lack unity or coherence.
Topic The topic is addressed with consistent relevance; the interest of the reader is aroused and sustained.
The response is relevant, and the interest of the reader is aroused and sustained through most of the composition.
The composition is relevant and will arouse some interest in the reader. There may be an impression of lack of originality and/or some evidence of lack of planning.
A genuine attempt has been made to address the topic, but there may be digressions or failures of logic and there may be occasional irrelevance. Compositions may lack liveliness and interest value.
Tone & Register
The tone and register are entirely appropriate to the topic.
There is evidence of a genuine effort to achieve an appropriate tone and register for the topic.
The tone is usually appropriate to the topic, although there may be slips of register with some unsuitable vocabulary or idiom
The tone may be uneven.
OUR AFL JOURNEY (THEN & NOW)
THEN
• Used exemplars to set benchmarks (explicit)
OUR AFL JOURNEY (THEN & NOW)
THEN
• Used exemplars to set benchmarks (explicit)
Pupils were explicitly taught the format and structure of a formal letter
OUR AFL JOURNEY (THEN & NOW)
THEN
• Carried out informal peer assessment for oral exam practices (sometimes critique of oral example sample tapes)
• Conducted peer-editing/marking for class work
• Gave simple verbal and written feedback for assignments and oral examinations
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use O and N Level assessment rubrics to provide a clear and understandable vision of expectation.
OUR AFL JOURNEY (THEN & NOW)
NOW
• Set targets at beginning of term (to set targets/learning objectives at start of every unit in 2011)
PSLE EL Grade Target EL Grade 2009
Tracking of EL Grade
CA 1 SA 1 CA 2 SA 2 Total 15% 25% 15% 45% 100%
No Consequence Good Work Habit 1 Getting
Organised 1. Record details of homework in Pupil's Handbook. 2. File all notes, tests and assignments promptly
according to units of work. 3. Bring all stationery to school. 4. Update content page regularly. 5. Update reading records weekly.
2 Achieving your target grade
6. Bring a novel to read every day. 7. Submit all work on time. 8. Check your work before submission. 9. Check the meaning of difficult words. 10. Take notes during lessons.
3. Window Dressing
11. Write in dark blue or black ball-point pen. 12. Use a dark green pen to complete all corrections. 13. Leave a line after each paragraph of an essay.
Signature Name:
Date Class
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use exemplars to set bench mark (IBL)
Identifying criteria - Higher ability pupils derive features of descriptive writing from exemplar.
Describing success: using samples and exemplar collections shows students what success look like and inform professional judgment. [Making Classroom Assessment Work by Anne Davis]
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use exemplars to set bench mark (IBL)
Lower ability pupils use exemplar as scaffold
OUR AFL JOURNEY (THEN & NOW)
NOW
• Involve pupils in classroom assessment – identifying criteria/ crafting rubrics
Co-constructing criteria changes the teaching and learning environment. Having criteria results in more students being engaged and learning at higher levels. [Joslin (2002)]
OUR AFL JOURNEY (THEN & NOW)
NOW
• Align assessment rubrics to learning
SECONDARY 3A’S GUIDE TO DESCRIBING PEOPLE Physical Appearance · Facial features · Body shape/ physique · Hair · Complexion · Clothing · The personal accessories
the person carries
Background Information · Race/ culture · Religion · Occupation/ work experience · Family details · Education/ qualifications · Medical history
How would you
describe a person?
Using analogies/ metaphors/ personifications · Comparing the person to
an object/animal · Likening the person to a
celebrity/ historical figure/ famous person/ cartoon character/ fictional character in a book
Personality/ Character Traits · The way the person behaves · The way the person speaks · Habits · Attitudes · Aspirations · Strengths and weaknesses · The way the person dresses
OUR AFL JOURNEY (THEN & NOW)
NOW
• Carry out more structured self reflection using self checklists for demonstration of skills
Self checklist for essay writing
OUR AFL JOURNEY (THEN & NOW)
NOW
• Carry out more structured self reflection using self checklists for demonstration of skills
Self checklist for summary writing
When students are involved in their own assessment, mistakes becomes feedback they can use to adjust what they are doing. When students’ mistakes are identified by others and feedback is limited to marks or letter grade, students are less likely to know what to do differently next time. [Black and William (1998)]
OUR AFL JOURNEY (THEN & NOW)
NOW
• Conduct informal peer-editing/assessment for class work (using ticks/star stickers during gallery walks to affirm peers’ work)
OUR AFL JOURNEY (THEN & NOW)
NOW
• Conduct informal peer-editing/assessment for class work (using ticks/star stickers during gallery walks/class presentations to affirm peers’ work)
OUR AFL JOURNEY (THEN & NOW)
NOW
• Conduct informal peer-editing/assessment for class work (using ticks/star stickers during gallery walks/class presentations to affirm peers’ work)
HONG KAH SECONDARY SCHOOL SECONDARY 3 ENGLISH ICT COMPETITION
PUPIL VOTING FORM 2010 Please tick the 3 ICT Competition entries which are your favourites:
Name of Entry Your Vote
Foreigner & Ah Beng
Singlish vs English
How about an Interview?
Orchard Road Flood
King Kong’s Job Interview
Rob You Ah
Hey Boy! Thief!
When Romeo Meets Juliet
World’s Worst ‘Educated’ AL
SSW News
Tourist & Singaporean
Where Work?
OUR AFL JOURNEY (THEN & NOW)
NOW
• Conduct formal peer-editing/assessment for class work (using peer assessment forms for pupils to assess and give constructive feedback)
Peer assessment should be used in a deliberate, systematic way to engender the development of skills which are consistent with lifelong learning. [Race, Brown and Smith (2005)]
OUR AFL JOURNEY (THEN & NOW)
NOW
• Conduct formal peer-editing/assessment for class work (using peer assessment forms for pupils to assess and give constructive feedback)
Peer assess-ment form for Reading Al
oud
OUR AFL JOURNEY (THEN & NOW)
NOW
• Conduct formal peer-editing/assessment for class work (using peer assessment forms for pupils to assess and give constructive feedback)
Peer Assessment
for Oral Presentation
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use marking symbols / focused marking to allow pupils to self correct
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use marking symbols / focused marking to allow pupils to self correct
OUR AFL JOURNEY (THEN & NOW)
NOW
• Give descriptive verbal and written feedback for assignments and oral examinations
Descriptive feedback gives information that enables the learner to adjust what he or she is doing in order to improve [Gibbs and Stobart (1993)].
OUR AFL JOURNEY (THEN & NOW)
NOW
• Give descriptive verbal and written feedback for assignments and oral examinations
OUR AFL JOURNEY (THEN & NOW)
NOW
• Get pupils to practise target review and self reflection Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases. [Gearhardt & Wolf (1995)]
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use pupils’ feedback for planning lessons
OUR AFL JOURNEY (THEN & NOW)
NOW
• Use simple checklists/ feedback forms to know pupils’ profiles to help plan lessons