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Use solo taxonomy to map out the path to attaining all the SCs so that pupils know where they are and how to get to their final destination. Eric

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Provide the tools and platforms for the students. Teachers have t show the LI and SC clearly on the board. Students need to be sure of LI and SC

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Provide assessment tools and platforms for students to create their own self assessment. In doing so, we may need numerous exemplars, scaffolding and practices in order for the students to create their own rubrics for peer assessment and self-assessment.

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Taking ownership means being able to complete and assess their work/understanding on their own. Some are able to identify their level of understanding but some are not.
Offer differentiated tasks to enable learning even for LP students.

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Independent learning - thr u blended learning

Self - Assessment

Present and showcase their work.

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Affirmations and giving timely feedback to encourage students.

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- Having some form of student voice (this also depends on learners' profile/ readiness of the students)
- Be very deliberate to get the students to check if they can achieve the SCs of the topics
- Provide opportunities for students to work in small groups/ pairs to build their confidence

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Students need to be clear about the task's LO and SC.

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Get students to check their own work against a success critera/ rubric before submission and before teacher gives written feedback.

Have LI and SCs explained in a way that is clear and understandable.

Explain the relevance of the skill/ Li of the lesson

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Give opportunity for them to lead and experience the fruit of success .....build up confidence

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Provide the tools and platform for the students. Give clearer instructions to the students.

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Michelle, Nicolette, Sharifah, Wei Lin, Judith, Annette

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Michelle, Nicolette, Sharifah, Wei Lin, Judith, Annette

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1. Providing students a choice in their area of interest

2. Involve students in the assessment process. e.g.: co-creation of success criteria

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get the students to co-create rubrics, peer assessment checklist. get students to set targets and review regularly.

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Frequent practices of concepts
Use child-friendly checklist / rubrics to self-assess

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Get students to evaluate their own work by providing them with assessment tools like rubrics and checklists.

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Provide check-list using child friendly language that pupils can easily use to accurately assess themselves. Eric

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Students to reflect and evaluate their works and improve on it. Teacher to cultivate the habits of reflecting and improving the quality of work as part of the lessons by providing them tools to self assess.

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Provide clear LI & SC so that the students understand the objective of the lesson and the assignment that they are doing. This will help them to check if they are on the right track. Positive affirmation is also important to allow students to understand that making mistakes is a way of learning and receiving feedback will help them move to the next level.

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Michelle, Nicolette, Sharifah, Wei Lin, Judith, Annette

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Michelle, Nicolette, Sharifah, Wei Lin, Judith, Annette

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1. Provide guidance to students through the use of rubrics/checklist /through one to one student conferencing.

2. Show examples and non examples of students work

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By scaffolding in the initial stage in highlighting area for improvement. Then slowly allow students to identify their own issue and discuss with teacher what can be done to improve. Praise their hard work and encouraged them to move forward

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Provide checklist using child-friendly language. Have students revise their own work after evaluating their work.

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Connect students from where they are and where they need to progress.
See steps they need to take to achieve that lvl of progress.

Help them see the benefits

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Have students revise their own work after evaluating their own work. Then do a comparison.

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Suganthi/ Justina/ Junisha

Teachers can act on their assessment and give constructive feedback to move on to the next level.

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By using the the rubrics/ checklist/ SOLO to allow students reflect and help them in see connection when they are doing the self assessment.

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Teachers need to explicitly teach and model self assessment.

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Role model and use good exemplars to guide students to see the connection of the purpose of their self-assessment to move forward on their own work. Thus, they can understand the purpose of the self-assessment, realise their weaknesses and how to improve on it independently.

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Teacher has to role model first and provide the rationale of doing the tasks. Use child-friendly language in both explanation and checklist or other tools provided.

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Provide self-assessment tools such as rubrics or checklists to help them and also provide exemplars or model answers that they can check against to help assess their own work.

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The teacher can use students' examples as guidance.

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Guide students on how to use the checklist - model the use of the checklist.

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Writing reflection (max 3 to 4 lines) on what they would have to do to move to next stage in learning.

Reflection in the form of parking lot.

Guide them to see their mistakes/misconception after the learning e.g 2nd draft of writing task

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- To provide opportunities for students to reflect after their self-assessment and subsequently review their work

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Use self-assessment feedback to reflect on their learning gaps and explore ways to improve their learning.