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https://docs.google.com/spreadsheets/d/1g1Dam91d9xoxIwOf733w8nqoz9OAXI_drhJgDW8CfVI/edit?usp=sharing

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https://docs.google.com/presentation/d/1MzwNOrNaFx7QwelOj0_8NCrtYTJ0-3ZDRLF1KyVsBBs/edit?usp=sharing

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Why my students are not looking at my written feedback? Have I done anything in particular to help them understand the feedback and how they can act on my feedback? I get correct , yeah!
??What is this 'sine qua non'? French word?
??Peer assessment first or self-assessment first?

Developing student feedback literacy is the sine qua non of helping students in their learning.

Engaging students in assessment feedback dialogue is said to help them make sense of feedback information, and clarify their understanding of assessment criteria (Tan, 2015). A good understanding of intended learning outcomes and standards allows students to monitor their own progress, and helps them focus on achieving learning outcomes, instead of merely pursuing marks as proxy for success.

Hattie and Timperley (2007) suggest that the three questions “correspond to notions of feed up, feed back, and feed forward” (p. 86) as the focus of effective feedback.

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The Singapore Curriculum Philosophy envisages that learning flourishes when assessment is used to address our children’s learning gaps. As such, we believe in enacting learner-centred and balanced assessment, so that our children will have the motivation to learn deeply, and to learn for life.

Assessment practices are learner-centred when information is used to support learning, and where students have opportunities to be involved in their own assessment so that they develop as self-directed learners.

Effective formative assessment hinges on the provision of timely, relevant and specific qualitative feedback from teachers or peers, so that students will be able to self-monitor, self-regulate and make improvement to their own learning.

(STP, Assessment Feedback)

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://www.moe.gov.sg/news/press-releases/20230530-pre-university-seminar-2023---towards-our-shared-future---sg75

https://www.sg75.sg/about/why-sg75

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1. 550 participants from 30 pre-university institutions1 have come together in person today to kick off Pre-University Seminar 2023. Co-organised by the Ministry of Education and Jurong Pioneer Junior College, the theme for this year's seminar is 'Towards Our Shared Future: SG75'. Students will have the opportunity to engage in dialogues on Singapore's development, identity and values, as well as place in the world amidst global complexities. Through rich discussions and interactions with people of diverse backgrounds, students will be able to glean insights into a range of issues, policies and perspectives, to enable them to envision and co-create our shared future together. This year's Seminar returns to a fully residential format at Nanyang Technological University (NTU).

2. Minister for Education Mr Chan Chun Sing was the Guest-of-Honour for the Opening Ceremony, where he gave an opening address, and engaged students through a dialogue. Deputy Prime Minister and Minister for Finance, Mr Lawrence Wong, will grace the Closing Ceremony on 1 June.

3. This year's seminar encourages students to imagine new possibilities for Singapore in the next two decades when Singapore turns 75 in 2040. By gaining an understanding of the prevailing contexts and driving forces that will shape Singapore's future, students will discuss ways in which they can actively lay the foundations for the future that they envision for Singapore. Students will work in groups to delve into one of the three sub-themes - Living Together, Innovating Together, and Thriving Together - and develop an understanding of the complexities of issues within the sub-themes, such as the Singapore Identity, as well as the future of work and education.

4. The seminar includes dialogue sessions with experts, learning journeys, and panel discussions for students to understand more about their chosen sub-themes through the experiences and perspectives of Singaporeans. The seminar will culminate in a showcase of the students' Solution Proposals in an exhibition during the Closing Ceremony, where they will present their vision for SG75 to invited guests.

5. For details on the Opening Ceremony and the various highlights of Pre-University Seminar 2023, please refer to the Annex.

Footnotes

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Pre-University Seminar 2023 - Towards Our Shared Future: SG75

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Pre-University Seminar 2023 - Towards Our Shared Future: SG75

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https://www.forwardsingapore.gov.sg/

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We launched the Forward Singapore (Forward SG) exercise in June 2022, engaging Singaporeans from all walks of life on how we should refresh our social compact for the road ahead.

What is a social compact? It is the glue that holds society together, the shared understanding of our roles and responsibilities towards each other, and our shared values and aspirations as a people.

In Singapore, this manifests through various examples:

* Individuals taking responsibility for themselves and their families, but also caring for others in society

* Employers paying fair wages, looking after their employees and supporting their development

* Community organisations caring for those in need

* The Government using the taxes it collects to deliver high-quality public services, to invest in the well-being of all Singaporeans, and to build for the future

A functioning and robust social compact creates trust. It leads to a sense of assurance that someone's got our interests in mind - that we have got each other's backs.

For us to feel that way, our social compact should be collectively agreed upon. Everyone should recognise that we have a meaningful stake in society, and we are all invested in one another and in our shared future.

Our social compact is not static. It must be refreshed to adapt to changing times.

Singapore is now in a prime moment for change. We face new challenges and uncertainties but also new opportunities.

* Geopolitical tensions are contributing to a less benign and less hospitable environment for small states like Singapore.

* Technological advancements will open up new opportunities, but they will also make existing job roles obsolete, and add to workplace anxieties.

* Rising inequality and slowing social mobility have already fractured social cohesion in many developed countries and will create similar pressures in our society.

* Our rapidly ageing population will increase strain on our people, especially those who are sandwiched between caring for both their young children and elderly parents.

* Longer-term trends like climate change will pose additional challenges. We have to make difficult trade-offs as we decarbonise our economy and society. Everyone must be ready to adapt to the realities of global warming and prepare for threats such as extreme weather events, food shortages and rising sea levels.

We are fortunate to be dealing with these challenges from a position of strength. We have a high level of trust and a strong sense of social solidarity.

This helped us pull through the COVID-19 crisis. The pandemic was a baptism of fire for Singapore and the 4G leadership team. We managed to emerge stronger because of the collective efforts of everyone in society.

But we cannot just continue with the status quo.

Now, as we enter a new era, we should look ahead and prepare for change. If we fail to do so, our society can easily fall apart in the face of disruptions like economic downturns, pandemics, or other crises.

The reality is that despite our success, we are still a small city-state that is vulnerable in many ways. No one is obliged to come to our rescue if we falter. It is up to us to fend for ourselves and determine our own future.

This is why we embarked on the Forward SG exercise. Together with Singaporeans, we have identified several key elements in our new way forward:

a) More opportunities for all Singaporeans to chart our own path, that we feel empowered and valued, as we pursue our diverse aspirations and our own definitions of success.

b) More assurance for Singaporeans that they will be taken care of at every life stage as basic needs like education, retirement, healthcare and housing will be met.

c) More collective responsibility from all stakeholders - the Government doing more but businesses, community groups, families and individuals also doing their part to support and uplift those around us, and ensure that Singapore remains strong and united for generations to come.

This vision of the Singapore we seek to create will provide a roadmap for our next bound of development.

Together we will build our shared future for a better Singapore.

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We launched the Forward Singapore (Forward SG) exercise in June 2022, engaging Singaporeans from all walks of life on how we should refresh our social compact for the road ahead. What is a social compact? It is the glue that holds society together, the shared understanding of our roles and responsibilities towards each other, and our shared values and aspirations as a people.

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https://www.opal2.moe.edu.sg/csl/s/cce-2021-main-sdcd/wiki/page/view?title=Main+Page

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https://www.opal2.moe.edu.sg/csl/s/singapore-teaching-practice/wiki/page/view?title=Assessment+and+Feedback

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https://www.moe.gov.sg/education-in-sg/desired-outcomes

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The Desired Outcomes of Education are attributes that we aspire for every Singaporean to possess by the time they complete their formal education. These outcomes establish a common purpose for our educators, drive our policies and programmes, and allow us to consider how well our education system is doing.

A child schooled in the Singapore education system embodies the Desired Outcomes of Education. They should possess a good sense of self-awareness, a sound moral compass, and the knowledge, skills and dispositions to take on the opportunities and challenges of the future.

They should be:

Confident persons who have a zest for life, have a strong sense of right and wrong, are adaptable and resilient, know themselves, are discerning in judgment, think independently and critically, and communicate effectively.

Self-directed learners who take responsibility for their own learning, are curious, reflective, and persevering in the lifelong pursuit of learning, driven by their passion and purpose.

Active contributors who are empathetic and open-minded to collaborate effectively in teams, exercise initiative, have courage to take risks responsibly, are innovative and strive for excellence.

Concerned citizens who are rooted to Singapore, have a strong civic consciousness, are responsible to their family, community and nation and take active roles in improving the lives of others.

Key stage outcomes

The Desired Outcomes of Education are translated into a set of 8 developmental outcomes for each key stage of our education system: primary school, secondary school and post-secondary education.

The key stage outcomes spell out what we aspire to develop in our students through primary, secondary, and post-secondary education. Each education level builds upon the previous stages and lays the foundation for subsequent ones.

For example, primary school students start by knowing their strengths and areas for growth. In doing so, they will believe in their abilities and learn to adapt to changes by the time they are in secondary school. At the post-secondary level, they will grow to be resilient in the face of adversity.

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Find out what your child will be learning in each key stage of their education.

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https://www.moe.gov.sg/education-in-sg/21st-century-competencies

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Theresa (Chapter 9: Engaging Learners in Feedback)

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Theresa (Chapter 9: Engaging Learners in Feedback)

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Feedback: Cognitivist and constructivist Theory)

Cognitivist Theory: Information to be conveyed to students, for example, on the errors to be corrected, or the accuracy of student understanding (Gipps & Simpson, 2014).

Constructivist: Information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding” (Hattie and Timperley (2007), p. 81).

Chong, (2018) feedback as an iterative process
Beaumont, O’Doherty, & Shannon 2011; Carless, 2016; Tan, (2014) dialogue between teachers and students, and with peers
Thurlings et al. (2013) feedback is cyclical and continuous

Students’ feedback literacy is arguably a key competency in their pursuit of sustainable learning. Engaging students in feedback and assessment to develop their capacity for self-assessment, for reflective and self-directed learning should be a priority area for all teachers in the Singapore classroom.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Theresa (Checking for Understanding and Providing Feedback)

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Theresa (Checking for Understanding and Providing Feedback)

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From the students’ perspective, checking for understanding and providing feedback can help them address the following questions:

1. Where am I going? What are the intended lesson objectives?

2. Where am I now? How am I progressing with regard to my learning goals?

3. How can I close my learning gaps? What should I do next to extend my learning?

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Pre-survey

I am going to learn the next topic / Theme: ______

1) I know what I am suppose to learn for this topic.
2) I know what to do when I need help in my learning in class. (tell me more)
3) I know what to do when I need help in my learning at home (ie, completing my homework) (tell me more)
4) I think teacher's feedback is helpful in my learning.(tell me more)
5) I am confident that I have learned.

Post-survey
1) I know what I am suppose to learn for this topic.
2) I know what to do when I need help in my learning in class. (tell me more)
3) I know what to do when I need help in my learning at home (ie, completing my homework)(tell me more)
4) I think teacher's feedback is helpful in my learning.(tell me more)
5) I am confident that I have learned