# data[].attributes.attachment_link.title
(Amended version) S1 Cluster Science 6 Aug, Wednesday 2025.mp4

# data[].attributes.body
Please include your name under "Subject" before you post your question or comment. Thank you.

# data[].attributes.body
Please include your name under "Subject" before you post your question or comment. Thank you.

# data[].attributes.body
Please include your name under "Subject" before you post your question or comment. Thank you.

# data[].attributes.body
In this activity, you will need to share a lesson that you have integrated AI tools into your lesson design or assessment strategies on the SLS platform. You may also share the links to your lesson packages in SLS.

If you have not used AI tools before, please share a lesson that you have harnessed the affordances of technology in your classroom. Please include your name and school under "Subject" before you publish the responses.

# data[].attributes.body
Please feel free to post a question or a comment if you need any clarification. Please include your name under "Subject" before you post your question. Thank you.

# data[].attributes.body
​​​(EdTech) Masterplan 2030

# data[].attributes.headline
MOE Ethical AIEd Implementation Checklist 

# data[].attributes.subject
MOE Ethical AIEd Implementation Checklist 

# data[].attributes.body
This year, the school embarked on our EdTech Masterplan journey. As part of our Professional Learning Team (PLT), the Science teachers explored the use of SAFA and developed four modules to support assessment for learning. These modules feature a variety of feedback tools, ranging from fill‑in‑the‑blank exercises to SAFA, to help teachers become more comfortable using the Student Learning Space (SLS) as an assessment platform. We adapted questions from past PSLE papers, allowing teachers to focus on crafting effective model answers. The process of designing suggested answers in SAFA gave us the opportunity to revisit our assessment literacy skills.

Electrical Systems ShortAnsFA 2025 (base version)

https://vle.learning.moe.edu.sg/class-group/module/view/a07c4672-0a82-4cf3-9752-5969b14b8ece

Electrical Systems ShortAnsFA 2025 - HP

https://vle.learning.moe.edu.sg/class-group/module/view/108336dc-9890-49cf-bfce-90a660d33519

Quiz P5 Cycles - Water and Changes of State (Evaporation and Condensation)

https://vle.learning.moe.edu.sg/class-group/module/view/ce7b4b26-22e3-4087-998b-c82e8d36751c

Quiz P5 Cycles - Water and Changes of State (Melting and Freezing)

https://vle.learning.moe.edu.sg/class-group/module/view/aab8c9ec-1b7a-4c9c-8905-75bc20b11610

# data[].attributes.attachment_link.description
The Singapore Student Learning Space (SLS) allows all students to have equal and open access to quality curriculum-aligned resources, enabling students to take greater ownership of their learning. The SLS also complements classroom teaching, and supports teachers with quality curriculum-aligned resources.

# data[].attributes.body
The session seeks to:

•introduce Artificial Intelligence (AI) and its tools in Student Learning Space (SLS) / external platforms to support Assessment for Learning (AfL);

•allow primary science teachers to capture, analyse, summarise and visualise learning data to provide students with timely and targeted feedback and resources to move their learning forward.

# data[].attributes.body
This year, we leveraged the affordances of AI-enabled tools within SLS to enhance assessment for learning and revision.

Specifically:

Short Answer Feedback Assistant (SAFA) was utilised to provide personalised, automated feedback based on structured model responses, supporting self-directed learning and timely formative feedback.

DAT was employed to surface common student misconceptions in real-time, enabling teachers to deliver targeted instructional interventions within the same lesson.

ClassPoint:

For a Science lesson on Heat, I used ClassPoint to increase interactivity and monitor learning in real time. Students first observed heat transfer using a thermal camera, then constructed scientific models to represent their understanding, similar to Activity 6.2 in the Primary 4 Workbook. A new context was later provided for them to draw another model to apply their understanding.

With ClassPoint, I was able to view student responses live, allowing for timely feedback and immediate clarification of misconceptions during the lesson.

# data[].attributes.body
We tapped on the Progressive Quiz function on SLS for students to complete their revision before WA. There is auto-marking for the MCQs and SAFA for the OE questions. In this way, we are able to provide timely feedback to the students when they attempt the quiz for revision and the questions will always be available for them to re-attempt when they would like to.

# data[].attributes.body
For baseline Edtech experiences, at the start of the year, the dept identified the use of ShortAns Feedback Assistant (SLS Feature) to post OE questions.

It is a teacher-marked quiz hence after students complete, teacher reviews the responses and leverages the feedback generated. This feedback is then customised to provide targeted comments to each student.

Pros

●Largely able to correctly allocate the marks

●Encouraging feedback

Cons

●Lengthy feedback

●Over-emphasize on keywords

●Teacher have to do another round of AI Feedback’s vetting

●Accepting “reverse” answers

●Inaccuracy in  accepting of answers

In term 2, we transited to the use of getmarked.ai to generate MCQs onto SLS. It is an auto-marked quiz, allowing immediate feedback and the heat map serves as an item analysis, teacher identifies common misconceptions. This allows for targeted intervention.

In the school, we tap on SLS as a one-stop hub to design learning experiences to develop DCs.

We identify key activities at various levels to develop this DCs.

Digital Information Management (P3 to P6):

e.g. P3: research on how to care for mealworms (act 5.1 page 91 - using Google AI feature

Digital Communication, Collaboration and Participation(P5 to P6):

e.g. P6: adaptations of living things (act 4.2 Nature's Wardrobe- 2014 syllabus)

# data[].attributes.body
I used classpoint to consolidate student's learning on concepts of cycles in water.

Students can receive immediate feedback on their responses, allowing them to identify areas where they need to focus their learning and promote active participation. Using the AI function, the teacher can get consolidated responses of the common answers and give feedback on the common errors or learning gaps.

# data[].attributes.headline
Have any of us used ACP or AFA in the T&L for Science? How sustainable is it? Is it impactful? 

# data[].attributes.subject
Have any of us used ACP or AFA in the T&L for Science? How sustainable is it? Is it impactful? 

# data[].attributes.body
We tap on several tools including our eCampus, Seesaw, ClassPoint, Blooket, Kahoot and AR tools. We also tap on AI to generate quizzes for Blooket revision quizzes and lesson design.

Starter activity on Man's impact on his environment using the theory of productive failure

Using AI to generate ideas for lesson design which was then adapted and differentiated based on student's learning profile.

# data[].attributes.body
To optimize student learning outcomes, we make use of varied tools to aid their learning.

1. A short answer feedback assistant to facilitate targeted practice and feedback on PSLE open-ended questions.

2. Quizizz, an interactive platform utilized for revision purposes.

3. A word wall, to support LP students in OE questions.

4. ClassPoint to enhance classroom engagement.

5. Pairchat to generate MCQ questions.

6. Padlet as a virtual gallery for students to share their learning.

This enables timely feedback, fosters student engagement, and addresses diverse learning needs.

# data[].attributes.body
I use classpoint (and its AI features) to capture student learning synchronously and give immediate feedback.

I also use SLS synchronously in class to better engage students and capture their learning through tools such as SAFA and DAT.

Padlet is used for students to share ideas and collaborate with each other for learning.

# data[].attributes.body
With the KAT focus on increasing motivation, our group of teachers collaborated with ETD to produce a gamified SLS lesson on the P5 topic of Pollination (Reproduction in Plants).

In the beginning, we introduced a pre-requisite check to match the learners to their choice of readiness. Additional resources are added to help lower ability learners revise the knowledge. The answers are then assessed by SAFA. This reduces wait time and motivates self-directed learning.

The gamified lesson was introduced with the inclusion of Game Teams. Working as a team to earn XP and moving up the leadership board drive learning. Students who have demonstrated resilience, helped their friends can also be awarded XP.

# data[].attributes.attachment_link.description
The Singapore Student Learning Space (SLS) allows all students to have equal and open access to quality curriculum-aligned resources, enabling students to take greater ownership of their learning. The SLS also complements classroom teaching, and supports teachers with quality curriculum-aligned resources.

# data[].attributes.body
What are some ways that AI Auto-marking Tools can be used to enhance T & L? What are the possible risks?

Please include your group number under "Subject" before you publish your post. Thank you.

# data[].attributes.body
Teacher's marking load is drastically reduced. AI relies heavily on answers provided. So it is the teacher's responsibility to provide a comprehensive suggested answer. Student receives immediate feedback and gets a chance to amend the answer. Similar to doing corrections, but managed by the system.

# data[].attributes.body
Glow: Immediate feedback can be given in SAFA. Positive feedback is also provided.

Grow: Inaccuracy in marking may seed misconceptions. Teacher will need to review and customise before releasing feedback. Marking on paper seems to be more efficient.

Feedback provided to students may not engage those with literacy needs.

# data[].attributes.body
Need to be as specific as possible when drafting the SAFA, eg. [ ] words, additional instruction for the feedback. So that it is accurate in feedback.

# data[].attributes.body
Benefits

ACP can be used as a bite-sized assessment tool (eg two/ three questions per week) for students to recall content learnt after every lesson instead of waiting for the end-of-topic review worksheet especially since we do not see the students everyday.

Risk

Accuracy of feedback by SAFA

# data[].attributes.body
Possible risks

teachers might need to read the feedback from SAFA before releasing the feedback to the students

students might feel that they are never good enough from the tone of the feedback given by AI

AI is not able to mark in totality and middle leniency can give different marks for the same answer

# data[].attributes.body
Suggestion: Can have 0.5m for SAFA. The Amount of prompts can be quite tedious for application questions, but is good for knowledge questions

# data[].attributes.body
For someone who had not tried SAFA, the feedback given is useful for the students to learn and address the learning gaps. The handout provided is useful and practical for new users to use.

However, possible limitation is with weaker students who had poor language ability who may not be able to comprehend the feedback provided

# data[].attributes.body
As DAT is able to provide feedback and analysis on common misconceptions, common errors and individiual as well as aggregate analysis and feedback, it is a time saving platform for teachers.

# data[].attributes.body
As part of our S1 Cluster Primary Science Workshop, please complete this Asynchronous Online Learning Activity in developing introducing AI tools in SLS / external platforms to support teachers in capturing, analysing, summarising and visualising learning data to provide students with timely and targeted feedback and resources to move their learning forward.

In this activity, you will need to share a lesson that you have integrated AI tools into your lesson design or assessment strategies on the SLS platform. If you have not used AI tools before, please share a lesson that you have harnessed the affordances of technology in your classroom. Please include your name before you publish the responses.

# data[].attributes.headline
Slides - Enhancing Science Education using AI@HIPS

# data[].attributes.subject
Slides - Enhancing Science Education using AI@HIPS

# data[].attributes.body
Please include your name under "Subject" before you post your question or comment. Thank you.

# data[].attributes.body
Please include your name under "Subject" before you post your question or comment. Thank you.