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Apply: To help our students take ownership of their learning, we need to empower them to plan for their own progress.

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1. Task design of utmost importance:

Does it meet syllabus outcomes?

If not very aligned, are students aware of the students' understanding of the expected outcomes?

Do the rubrics we design have clarity for students to follow through as they try to complete the task.

Are we able to use tech to simply / deepen the process for students in terms of assessment?

2. Do students understand our rubrics / checklist / success criteria?

Are the pointers written in simple language accessible to students?

Can we have a dept-wide success criteria for each of the core skills (essay, inference, comparison, reliability, utility, etc.)?

3. Different subjects are using similar ways of thinking!

Do we know what other departments are doing enough?

Are we helping students see connections across subjects?

Why are students able to self-assess in other subjects but not ours? Lack of clarity? Insufficient practice or exemplars?

Could it be because we are all doing it at a small scale? In disjointed ways such that it limits students' ability to apply in differing contexts?

4. Are we doing it sufficiently from Sec 1 to Sec 4

Can we tier it from lower to upper sec and deepen it later at Sec 3 and 4?

5. Content is the basis of doing well in the Humanities so with the lack of confidence in that, it might inhibit their grasp of the skills later on.

Maybe we have to use SOLO on teaching and learning of content first? On IBL as an approach?

6. Humanities knowledge and skills seem to fall onto relation level on the SOLO taxonomy.

How do we

7. For whole-school efforts / initiatives, would students get bored?

Kahoot, Padlet,

Can we have unique pedagogies that work best for each set of disciplines? Would that make the student experience more novel?

Is there a way we can consolidate the process / framework for groups of subjects maybe so students can make such connections and thus, it becomes more meaningful?

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1. Helping students make connections within subject and across subjects.

skills?

AL processes?

2. Making students more aware of their learning process - metacognition!

they need to know where they are, where they need to go and what they need to get there

Might increase the motivation level of students in the subject

3. Feed Forward remains a problem for Hum teachers.

We can routinise the process of feeding forward as a department so it is easier for students to pick that up.

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1. Key Takeaways that resonate with our Department Goals and Values:

Must have a platform that is sustainable and can continuously be used to provide feedback to students

Feedback must be useful for both teachers and students (Clear and Effective )

Students must have an active role in the feedback loop

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Strengths:

Clarity about feedback

Clarity in direction (How we want to leverage on Feedback literacy)

Achieved First Milestone (Applied it on Oracy)

AFI:

Wanted to apply our experience this year to other aspects of EL (Writing, Listening etc.) -- Develop next year

Consistency in application - Everybody could have different priorities and feedback practices

-- Time being a factor that needs to be considered when applying these feedback practices

Student motivation -- Focused on task level feedback so how can we bring students on board this feedback loop (Clarity and Seeing the value of feedback)

How we can use SOLO Taxonomy

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Sample Marking:

How can we incorporate Sample Marking with some checklist to aid the Lower Sec students in their Writing (Sections B and C)

Break it up in segments -- Intro paragraph and highlight what is good / not so good about the paragraph

SOLO Taxonomy:

Portion to try out one practice and reassess and retry the practice

Students have to articulate reasons why they end up on that level

Danger of conflating development of rubrics as feedback entirely --> We have to move one step forward and think about how can this rubrics be useful in informing us and the students about how to improve

-- A lot of rubrics still at task level (How can we push it further to reach higher levels -- Self Regulation)

Observed LO is very clear on what they need to do to reach the next level but there is a possibility to include learner strategy - Self Regulation --> Can we tap on students experiences and get them to tell us their learning strategy rather than we tell them what to do?

What kind of strategies can help you to improve from this level to the next level?

Annotated Marking should kick in --> Why that point is credited and how can we fit this in SOLO Tax? (Lit)

Writing (Argumentative - MT and SS/HY):

Sustainability -- How do we sustain this throughout the year? How can we start it from the beginning of the year and see the difference at the end of they year?

SS/HY: Peer feedback (Quality not there -- Only done once off so students require training)

MT Writing / Oral:

SLS as a tool -- may need to explore and consider

Objectives (Intention and Usefulness)

Before and After: Highlight where the elaboration is after writing again (Revisiting their work)

-- Students to identify within their own writing

PE:

Target Setting - Needing more quantitative data as it is easier to process by the students

Easier for them to see where they stand and how they can improve

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Take reference from EL department practice (band 1 to band 5), simplified to language that is easy for students to understand. Standardise for all oral practices and oral assessments. Moving forward, after oral exam we can give students report (rubrics - checklist style-attained level, easier to comprehend). After oral practice, students can self assess, reflect and write down areas that they have done well/need to improve. In this manner, we provide more structure, more systematic. Feedback loop need to have more clarity, so that it will be more useful for the students. E.g., break down for all 3 oral questions.

Feed forward - Humanities (traffic light), after each assignment, for peer-assessment: students attain red (teachers will speak to student face to face), yellow (students will reflect base on the feedback), Green (ok).

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Strengths:

Feed up and feed back

Areas of improvement:

Feed forward

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Challenge #1: Lack of time to implement

Differentiate the classroom activities for students so that they could be self-directed

Collaborative effort as a department

Challenge #2: Student motivation

Set high expectations for students right at the start, then provide scaffolds for students to develop confidence

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Areas for improvement:

Timeliness of feedback

Involve students in the feeding up process

Clear articulation of success criteria to students so that they could do peer evaluation/feedback

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1. Metacognition activities can be interweaved into day to day teaching. Segment and start from Sec 1, and prime the levels suitable for their cognitive levels.

2. Frequency of opportunities to allow students in the feedback process must be strengthened.

3. Getting students to make use of modern tools such as AI to guide and help them in their understanding.

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3) How to adapt and apply today's learning?

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3) How to adapt and apply today's learning?

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We hope to integrate the theoretical aspect of today's learning e.g. SOLO taxonomy, into our study of students' feedback literacy in the upper sec NFS. We hope to allow the students to refine and rewrite the essays that were discussed during the feedback session to demonstrate their understanding and improvement.

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1)

We are still trying to find ways to feed forward to students.

Most students are still at the uni- structural and multi-structural stage when doing SOLO assessment

SOLO taxonomy can be used for various components in language teaching eg. oral, comprehension, writing, sentence structure

2) Growths/Strengths:

We have simplified the rubrics for the students to understand and allow easier facilitation of peer feedback

Area of improvement

Lack of student reflection in monitoring their own progress

Time constraints

Feed forward

3) Adapt and apply

Bio: Using exemplars and rubric according to the readiness of the students to balance out the skill set of the students

CPA: Using Google Forms as a form of checklist and a resource bank such as videos so that students are able to be more self-directed in their learning and monitor their respective progress. This can be implemented in HBL - integrating and strengthen the use of grammar and sentence structure

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The department is going to focus on 3 tools to help us in the teaching and learning. The needs/focus are to build strong foundation and developing the joy of learning in our students for our subject through the use of e-pedagogies and feedback literacy.

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2) Current strengths and areas for improvement

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2) Current strengths and areas for improvement

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We are able to focus on individual students' needs better as we have a smaller number of students doing the subject. Team members are also able to work and communicate effectively because of the smaller number.

For the area of improvement, we are only able to obtain qualitative data due to a small sample size. We hope to be able to collect different types of data (e.g. quantitative, lesson observation) to strengthen our study.

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For Sec 4s, we need to start fast, beside oral, also need to work on comprehension and writing. Next batch of Sec 4s need to simplify the language/rubrics, so that "feed forward" part will be better.

We also need to start with Sec 1s moving forward - oral, comprehension and essay.

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-Breaking down of rubrics further like how we saw in some other departments.

- More time so more peer assessment. Self-assessment can exist more.

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Area for growth: To help our students become more self-directed ie feed forward

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As we want to impart critical thinking skills to students, the SOLO taxonomy provides a structure/goal for us in our pedagogical practices where we aim to help our students achieve the "extended abstract" level.

Some practical applications:

Giving parallel tasks

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For department's SOW, there are plans to have a more guided template with a drop down list with various options to choose from. we can then incorporate different tools such as different levels of understanding in solo taxonomy, 21 CC competencies and science curriculum framework. In addition, we also incorporate solo taxonomy into the Science Stem Project 2024.

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Class Point App - Through small group critique to develop peer evaluation.  The usage of Class Point for real time group work

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Strength - for lower Sec, rubrics to encapsulate the 3 different courses.

AFI - include peer assessments / comments

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Different departments may be doing different topics for their PLTs, however the essence of feedback literacy remains similar. For example, the use of SOLO taxonomy can be seen in the tasks allocated to students for the different PLT groups. Moreover, the focus from different PLTs is mainly on students' feedback literacy and the intention is to improve on the current standard.

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Strengths- We are constantly providing feedback to the student. We peer evaluation and feedback.

AFI- A better platform for us to consider the global awareness. Going beyond Singapore.

AFI- As mentioned previously, to improve the feedup the process.

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Each department has their needs. PLT direction depends on their needs while keeping the direction align with the school. The intention of the PLT should meet the needs of both the school and the department.

Solo taxonomy: It is very clear how as a teacher how we can help the students to progress and achieve each level by connecting them.

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use of students' self assessment, and then peer assessment before teachers' assessment to give the students a more rounded view of their assignments

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The rubrics- Scaffolding the rubrics and to make it more easier to digest (Breaking down). Co-create more with the students in terms of their rubrics so it is more relatable.

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Upper Sec: In preparation for Sec 4 coursework, we can prepare them to dive deeper in understanding the coursework rubrics, by providing rubrics, samplers and/or by marking their own work using the rubrics and also by making them mark their classmates' work

Lower Sec: provide samples of different students works so that students can envisage what grades they can get based on the quality of work submit

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Time is the biggest challenge across all the departments. To provide quality individualised feedback, there must be ample time allocated.

With targeted feedback, it serves to motivate students and provides the impetus for students to take ownership of their own learning.

Differentiated Instruction remains a key pedagogical tool in order to give good quality feedback to students.

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Continue to grow in the area of peer assessment for feedback and feedforward

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1) What were the key takeaways from the feedback literacy workshops that resonate with our department's goals and values?

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1) What were the key takeaways from the feedback literacy workshops that resonate with our department's goals and values?

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2) What are the current growth/strengths and areas for improvement in our department's feedback practices?

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2) What are the current growth/strengths and areas for improvement in our department's feedback practices?

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3) How can we adapt and apply what we have learnt today to our department's unique needs and challenges?

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3) How can we adapt and apply what we have learnt today to our department's unique needs and challenges?