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Truly put by Mrs Ong that the P1 &2s started on this journey of NWAs much earlier than the rest. The teachers who have gone through this journey were more well-adapted to the mid-level when MYE was removed. Many of our assessment tools/activities stemmed from the trial and tested ones in the lower pri which continued to work well in the midblock.
EL has a mix of task perf (best-suited for oracy), process writing (Best of - to encourage the revision of their writing-building self-directed learners), and pen-paper (LU&compre).
We are mindful of time, and therefore we have placed certain practices online, blended lessons when needed, and all made purposeful, and seamless when carried out as part of the curriculum. The We-Are-Learning-To (WALT) statements articulate the objectives and the success criteria that are clearly spelled out in the curriculum allow peer/self-feedback.
In the process of carrying out these rather tedious assessments as compared to pen-paper ones, the teachers learn from each other more frequently, especially during standardization sessions.

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1. Intent of WA
2. Removal of MYE

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How do we collect evidences of student learning?

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How do we collect evidences of student learning?

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Putting on the adult learner hat - What informs you of the areas you need to grow or areas you are good in?

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I am assuming no assessment for PAL...heee

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When is PE assessment done? Does PE assessed only NAPFA?

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Collecting data is to feed forward in teaching and learning, but most of the time, we are soo packed to the brim (both teachers and students) that we have almost no room to navigate even when we have data. Hence, not much meaningful use of data/information.

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We collected data but the data was not fully harnessed. For example, item analysis was done but the data was not used to improve on students’ learning or paper setting. Are setters provided with the FI and DI?

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Jenny

Assessment of learning and assessment for learning

Summative, formative, peer assessment, self assessment etc

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Why we assess - to get information about children’s learning & right fitting children to the right stream/providing learning support

What we assess - content knowledge, skills  and attitude

How we assess - Journals, check Out quiz, WAs, Self Reflections. (Other evidence of learnings are through daily worksheets and activity sheet)

Cyn (math)

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Assessment is purposed for the checking for understanding of taught skills/concepts and for application of skills.

Assessment thus has to check only for what has been taught and variations of its applications within reasonable contexts, and not a measure of students' intrinsic capabilities.

The modes of assessment can be done in multiple forms, including formative and summative assessments, formal and informal assessments, pen-paper vs practical, etc. The key thus is to pick the mode of assessment that is best fit for purpose, and the mode has to provide the clearest possible information on the levels of students' understanding of what has been taught.

For Thinking, we "assess" students during each lesson block (e.g. Droid Programming) through the artifacts, the process of creation and the completion of challenge activities. Our summative assessments are extended projects (e.g. Egg drop, F1 car creation) which checks whether the students can apply thinking skills taught that year. Nonetheless, the extended projects are scaffolded by teachers according to the needs of individual groups of learners, and assessment is thus used as learning. All Thinking assessments are ungraded and designed for students to succeed, and the Thinking assessments essentially exploits the notion of "assessments" in traditional classes in order to create the tension and challenge students' belief and misconceptions about assessment.

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WHY
Feed info forward to different stakeholders (students, teachers and parents)

Identify strategies to close learning gaps and teaching gaps

WHAT
Concepts taught in the current academic year. Prior knowledge to the current teaching topics.

HOW
FA, Daily Work, Quiz, NWA, WAs

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Why:
Summative Assessment:

collecting data

checking for understanding

Formative Assessment:

assessment for learning

support AFI

What:
LB: Listening compre, performance tasks, simple writing tasks, language use (P1), reading compre (P2)
MB & UB: Listening compre, language use and compre, composition, oral

How:
daily works, spelling, WAs, NWAs, Prelim, EYE

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To be able to respond to the students' learning, , to DI, to establish what students can do, support self-directed learning.

Assess what we teach. SSAB

Different modes for different skills with the same LOs/success criteria in mind

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1) know learning progress, plan next lesson
2) learning objectives, skills, etc
3) formative and summative - students' work, students' questions, etc

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Why?
To gather data and feedback on students learning.
Support or stretch accordingly.

How?
- Formative and summative
- Relevant tools

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Annex A (Singapore Curriculum Philosophy 2020)