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What are some common issues in our respective departments / subjects that hinder our students (both in LS & US) from performing better academically? [TSS Academic Tier 1 / New Taxonomy / Taxonomy of Learning Gaps / DoK]
a. Conceptual understanding
b. Comprehension
c. Motivation / interest
d. Language - sentence structure, grammar etc
e. Clarity of thought
f. Lack of practice / rigour
g. Carelessness
h. Real-world application

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What data sources do we (at department & subject level) leverage to inform us of the issues & effectiveness of our interventions?

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1) Conceptual understanding of contents
2) Exam skills - unpacking the question demands, comprehension of data-based questions

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Comprehension of sources. Expression of arguments. Weak in effort to remember content details. Motivation for some students.

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- Lack of planning for essay writing, time management
- Lack of content knowledge for examples and evidence
- Some students are not able to do close-reading and use contextual clues to help them understand the text

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1. Superficial understanding of text
2. Close reading of the text is lacking
3. Limited vocabulary
4. Building of content is seen as intuitive rather than effort
5. Illusion of confidence
6. Lack of questioning of text

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1) Post-assessment: markers' report, prism data, national exam results
2) Students' achieving in competitions as a benchmark (e.g. ICAS, olympiads, sistemic etc)

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1. Motivation - relevance of language / application
2. Language foundation @ LS - vocabulary
3. Higher order skills eg synthesis & analysis @ US (depth in content / analysis for argumentative essays)
4. Use of language (oral)
5. Lack of creativity for narrative essays

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- Some students show a lack of in depth knowledge of their texts
- Some focus on narrating the text, rather than analysing writer's style and techniques and impact on reader.

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Tier 3 - studts lack motivation/interest
; poor content management esp for Pure Geog; Lack content details in their answers + poor answering technique- failed to focus on key words/phrases
Tier 1/2 - lack conceptual undertaking; tend to stumble when come to non-routine questions; lack the ability to apply concepts learn to new situations/questions

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Comprehension - some students do not understand source and thus misinterpret sources.
Lack of mental agility - stumped when uncommon phrases are used for example, instead of NATO & Warsaw Pact, exam question ask about 'military alliances.'
Content retention has improved for many because of our retrieval practices like the Brain Dump but must work on linking explanation to address the question.

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1. Familiarity with the concepts and rules e.g Differentiation and integration rules

2. Handling Real World Context Questions

3. Handling non-routine and explanation type

4. Doing more on their own

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Students are generally competent with content but have not been conditioned to exam techniques. There need to be greater exposure to questions.

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1. Perception survey - MTL dispositions
2. Department assessment plan & assessment TOS
3. Result analysis by question type
4. Feedforward to interventions / PLTs

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WA results analysis
PLT data

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Padlet/ ICT Tools responses

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Students' answers would inform us whether they know the answer.
For SBCS - students answers should reflect analysis of content, cross-referencing and evaluation of provenance.
For SEQ, students should be able to explain a factor and make a link to the question.
Data collection of marks that  students score for different parts of the question would be the best indicator of gaps and thereafter share strategies to close gaps.

Another way is to provide a comprehensive markers' report indicating strengths and weaknesses in answers.

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1. Analysis of paper using Markers Report

2. Dialogue with students

3. Comparing with Cambridge Report