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How students performed for prelims vs actual PSLE. Those above the diagonal line improved from prelims while those below fared worse than prelims.

For EL, a significant number of students did equally well or better than they did for Prelims.

It also tells me that the Prelim papers perhaps were not in line with PSLE standards.

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Students who had AL 1 to 3 for Prelim performed better for PSLE. Some who had AL 4 & majority who had AL 5 & AL 6 for Prelim performed worse for PSLE. Students who had AL 7 for Prelim generally maintained their score for PSLE.

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There are a lot of students in the AL6 and 7 region for Prelims. Most of these students either maintained or improved by 1 AL grade.

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The data helps us to identify students who did not perform as well in PSLE than in Prelim.

It can give us an idea how our teaching is effective in supporting them.

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Data shows us how the students fare for prelims and psle. The group of students who are above the diagonal line improved in their psle and group of students who are below the diagonal line didn't perform in psle and having worser grade.

Both standard and foundation maths, majority of the students did better in psle.

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1. Remediation structure: modular approach, class size, EL teacher to teach his/her own class for remedial, more targeted approach to address AFG

2. In class, EL teacher to identify WA & NWA AFGs to close the gaps.

3. For level, KPs to identify level AFGs for WA & NWA

4. Sharing of good practices during PDT

5. We shall have 2 setters for EL Prelim

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Quality of prelim papers vs PSLE - are they on par in standard and also do our practice papers match the standards in preparing the students?

For EL - the bulk of students needing help seemed to be from AL3 and 4. The fluctuation of results not as consistent (comparing Prelims vs PSLE).

For MA - more consistency in prelims vs PSLE results. More improvement in PSLE.

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Majority of the students improved from prelim - PSLE.

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Data highlights that students achieved better scores in PSLE than in Prelims.

From the data, two students did not perform as well as their peers, indicating a drop in their scores compared to others.

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It could help if teachers teaching the level are assigned to support the students in the remedial lessons for 2025. Teachers will better know the curriculum, format of paper and students' ability.

Analysis of weaker student components to be given to teachers taking remedial lessons.

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Based on the analysis, we could have done more to close gaps. Perhaps more assistance could have been rendered to borderline AL5 scorers too.

A more comprehensive performance analysis (item-based) would help us understand which areas the students did not do well in.

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1)Identification of areas of weakness 2)Remediate those students 3)Scaling of the Prelim paper's difficulty 4)Lengthen the runaway for PSLE SCI

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What are the weaker components per child?

What analysis could be given for individual students to better remediate in after school classes OR curriculum time?

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1. Assuming difficulty of paper remains the same, the amount of help/support provided (home + school) from prelim to PSLE has helped a majority of our students improve

2. For standard students who have been given additional support yet still not clear exams, has this student been placed incorrectly

3. As the points between AL1-4 is very small, the changes between the AL needs deeper understanding and analysis

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The data shows that some students did not perform well in PSLE as compared to Prelim.

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To focus on lower band of AL6, 7 8 of students and AL 5

Looking at the results of MathsCheck. Focus on the areas that require to bridge the gaps in P4-P6 (e.g fractions)

Math trs to monitor their students' results in topical reviews and to plan remediation within the class to bridge the gaps.

Sharing of good practices during PDT

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Selection criteria - To identify the group of students whom we could have supported for them to achieve their potential.

Deploying the right resources - To have the subject teachers taking the students to continue with the support program after school curriculum hours. They know the students better to engage them better.