# data[].attributes.body
Children's readiness level to accept feedback for improvement and act on it

# data[].attributes.body
Deciding and agreeing on how we can group criteria of assessments into tiers in terms of difficulty or time or some other traits that can help guide students and help both the teacher and the students see the progress they are making or intend to make.

# data[].attributes.body
Decide

# data[].attributes.body
1) Lack of computer infrastructure (computer lab) and support
2) Teething issues with SLS logins and resetting of accounts

# data[].attributes.body
Clear rubrics are given to assess pupils' learning.

# data[].attributes.body
1) Questioning during class discussions (MTV) to help understand where pupils need more scaffolding and guidance
2) Using ICT (Kahoot) for pre-exam revision and to break away from the usual routine of
3) Rote presentation/sharing for class discussion: pupils get to critique or clarify
4) Peer feedback and evaluation for processing writing: Pupils get the opportunity to evaluate and provide areas for improvement

# data[].attributes.body
- Less tests, more stress?
- Formative assessment is prolonged agony for certain group of pupils?
- Convincing parents that some of the assessment tasks are to 'prepare' the pupils for PSLE

# data[].attributes.body
Authenticity of work, especially for weighted assessment.

Time constraints.

Wide spectrum of abilities.

Working against the wave of Tuition.

# data[].attributes.body
Parents questioning assessment methods

# data[].attributes.body
Pupils (parents) seem motivated by grades and graded assignments. When asked to do Formative tasks, pupils would ask if it's graded or how many marks the activity would 'earn'. Things that aren't graded seems to attract lesser effort from the pupils (viewed as unimportant).

# data[].attributes.body
Include self-assessment in the rubrics for process writing tasks

# data[].attributes.body
Variety of assignments.
Much of the "big" projects are process-based, whereby pupils will see their progress.
Group work- teaches them social skills besides the academic skill sets.
Expectations are set out (rubrics)

# data[].attributes.body
- Includes both FA & SA
- Clear rubrics to guide students on the success criteria
- Sufficient time and opportunity to improve their work

# data[].attributes.body
1. SLS - to monitor our students' progress. Use the Thinking Routines to make their thinking visible.
2. Kahoots to inject excitement and there are downloadable data files
3. Mentimeter to find out quickly what the students know.
4. Use of Padlet to put up their answers, views, etc.
5. Use of FASkits to find out quickly what they know.
6.

# data[].attributes.body
We practice formative assessment in the way we assess and question pupils. They are also given authentic tasks and tested on the skills they have learnt.

# data[].attributes.body
Many of us make use of a range of tools (eg: Kahoot, PERI-HA Fastkit) to monitor students' understanding.

# data[].attributes.body
How can we modify the way we do AoL/AfL to optimise learning?

# data[].attributes.body
What areas can we improve on? How?

# data[].attributes.body
What challenges do we face?

# data[].attributes.body
What are some of our strengths in the way assessment is practiced in our GE classrooms?