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Focus on learning rather than the grade. 

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Focus on learning rather than the grade. 

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This will reduce the pressure of performing amongst students and lead to a better outcome. - Kah How

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Categorising works into "Publishable", "Revisable" and "Redo"

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Categorising works into "Publishable", "Revisable" and "Redo"

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These categories intrinsically motivate students to strive for works in the higher bands. Students would listen more closely to feedback.

[Ezaida]

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Making grading manageable (bite sized/scaffolding) does make it easier to students to make linkages to components in LCBA. - Kah How

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Making grading manageable (bite sized/scaffolding) does make it easier to students to make linkages to components in LCBA. - Kah How

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LCBA includes (not all, choose as you wish) PACER strategies to help students to reflect on their learning so that they can understand their progress in the subject matter and know where they can improve/move on from their current state.

PACER =

Pictorial organiser

Ask questions

Checklist

Exit Card

Rubrics

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Students made informed decision to improve

Teacher scaffold without having to give ftf instructions.

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Include smaller bite sized checkpoints for students to self/peer/teacher facilitated guided assess themselves so that students can know their progress in the subject matter better. - Kah How

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Include smaller bite sized checkpoints for students to self/peer/teacher facilitated guided assess themselves so that students can know their progress in the subject matter better. - Kah How

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Also, by having mini milestones/checkpoints, students can be more motivated to reach their target by experiencing mini success and feel more capable regarding their abilities, even for those lower progress students.

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Using clear feedback, descriptive criteria and good models allow students to assess themselves and work towards what they should improve to ensure their works come under the "Publishable" or "Revisable" categories.

[Ezaida]

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Less stressful to both teachers and students

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Less stressful to both teachers and students

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Students are broadly categorised under 'Publishable' , 'Revisable' & 'Incomplete'
Teachers can be more focused on areas required more attention and 'Publishable' can be used as exemplar for other students.
(Phyllis)

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Detailed and specific.  Show standard so that students know where they are (is there a need to improve)

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The rubrics are self-explanatory with examples / evidences provided. Teachers just need to decide on the 'category' and then value-add in the comments given to the students, if necessary.

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Using clear rubrics and categories to guide students' works through multiple revisions. 

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Using clear rubrics and categories to guide students' works through multiple revisions. 

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The article suggested that a certain number of publishable / revisable / redo assignments would count towards a final letter grade. This was an interesting perspective to our current grading for P3-P6. [Ezaida]

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Success Criteria are there to help students to be more focused to achieve intended goals.

(Phyllis)

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The learners are aware of 'categorisation' of their assessed work.  The comments in the rubrics are clear and comprehensive enough for them to relate to their own work.  They know they have a part to play in assessing their own work as well, esp. if they are not sure and need to clarify with the teacher (Learner-centred).

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Students focused on the process of revision/improvement instead of the grade. Teacher able to assess students based on students' informed decision and knowledge for improvements. Susan

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Our rubrics should be clear and detailed for students to understand.  An example is attached for 2023 P1 Music HA rubrics. It is drafted according to the 2023 revised Music Syllabus (may be refined again).

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Scaffolding is necessary.
Success Criteria to be aligned to Learning Outcomes at students' level of comprehension.
eg. 'I can / have ....... (achievement)...' statements

Both success criteria/checklist are necessary together with simple verbal/ written feedback especially for students who are unable read much.

(Phyllis)

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Students and teachers criteria so that students have a better understanding of the rubric and able to feed up on their own.