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Group 5:

Students were cooperative, ready to learn.

In reality, while many students may 'let loose' and let their creativity thrive, but the nature of it as a non-examinable subject may result in accountability issues when it comes to submission of assignments and homework.

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Group 4

Similar to the music lesson, depending on the lesson, we can afford for a Group Presentation style. However, there may be a need to adjust the rubrics.

For subjects like English and literature, there's more individual assessment as compared to music. Students may also be more invested in giving peer feedback for a music class, because it's typically more fun to watch musical performances than it is to listen to an English Language presentation. If we do include peer feedback, we would get students to grade on just one or two criteria.

The teacher was going through the rubrics systematically, but it works only for the student profile.

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Group 3:

Without scolding the students, the teacher uses teachable moments such as a student being disrespectful about the cup to address the class. While this works for this class profile, it might be better to address the comment at a class level more directly. E.g. That's not very constructive or respectful. (What did I just say???!!!)

Difficult to rate because this is dependent on class profile. This context is 10/10, but for others, it might not work.

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Group 5:

10/10. The teacher addressed behavioural issues immediately and that enabled students to focus their attention on the task at hand. The teacher was supportive and earnest in answering student queries, never once dismissing their questions.

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Group 3:

we would include specific grades and numbers pegged to each rubric so that it signals the assessment objectives better.

we need to also simplify the checklist if we want to involve students in assessing their peers. Especially when the checklist has 6 sections and is pretty wordy

At the end of the class, I would give a few lines of summative feedback to each group so that they can receive targeted feedback BUT not be embarrassed in class

for literature, which focuses more on accuracy of close reading and rigorousness of analysis.

perhaps greater weightage (10m) can be on content while having 1-2 sections of lesser marks (5m?) on presentation and collaboratuion

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Group 2:

10/10. The various Miss Gohs sung the same tune (ha. ha.)

A PCC was maintained, and instruction was clear and concise. Problematic behaviours were addressed in a timely manner.

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Group 4:

The assessment does not include grades / numbers which could take burden off students.

But if you don't add a numerical value they might not be able to discern awarding marks so clearly

It is abit overwhelming to take in so much information (esp for Sec 1G2)

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^ View full assessment rubric here ^

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Group 3: I think it is assumed that students can answer questions promptly and are very participative, can think on their feet. This probably is not the case in some classrooms, so this Q&A style may not be the best. Perhaps give students time to buzz before they share their responses! They can check during the buzz if the feedback is respectful and appropriate too.

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Group 2:

Some terms may be a bit too technical for G2 learners, the layout of the rubric could potentially be convoluted.

Limit the number of criteria (4 or less).

Could add some mark values for them to refer to.

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Group 4:

1. The class consists of participative and engaged students - if students are not very interested, more effort might be needed to get students to put in effort for the assignment by getting them to see its significance.

2. The students are able to easily understand the rubrics - the rubric has many categories and is quite wordy. If students are struggling with it, the teacher might have to take more time to explicitly explain what the rubric means.

3. The students have a good, collaborative relationship with each other - if students were less mature, showing favoritism or ostracisation to specific groups, this would affect their feedback and teacher would need to spend a lot of time intervening and ensuring objectivity.

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Group 5:

For 'Sustainability and Resourcefulness', the categories can be re-ordered to help students understand the order of importance.

There may be a need to align what 'creativity' means to the teacher and to the students. For example, is using a pot as a drum considered 'creative'? To the teacher, that may not be the most creative, but as it is a deviation from its original purpose, it can be considered resourcefulness and effective repurposing/recycling.

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group 3:

we realise there are no marks weightage, we wonder if a weighted rubric will help flesh out what is assessment objective much better

especially since there are 6 components,could it be simplified further? especially when the ribrics are quite wordy. Teacher could model/show some examples?

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Group 2:

One assumption is that the students consider proficiency in that subject to be desirable.

Students may be entirely disinterested in the subject even if they have a healthy rapport with the teacher, especially when it comes to unweighted subjects (e.g. Music, Lower Sec Lit for schools with no Upper Sec Lit. etc.)

Maintaining healthy communications don't really help in this scenario because they may not be invested enough to commit to extended work.

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Group 4:

10/10 for this class as she asks specific scaffolding questions, and the class was very responsive, obedient, and committed to their learning.

She nipped misbehaviours in the bud quickly and in a respectful, referent manner.