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Let it come

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To have more oppprtunity to provide more quality feedback on students’ learning

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Students to take all assessments (weighted or non-weighted) seriously, put in their best effort and enjoy the learning/feedback process instead of just focusing on the end results.

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With less focus in results, students can learn for joy. But the implementation can be a challenge. How do we make lessons enjoyable yet students learn sufficiently.

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To include more applications and real-life math problems to help students appreciate and deepen their learning.

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Hopefully the teachers' quality feedback to students' assignments /assessments would be more wholeheartedly appreciated by the students.And students develop the mindset of intrinsically being motivated to meaningfully learn with joy.

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Will be challenging to carry out in Sec 1 Express class as teacher student ratio is 1:40.

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Let it come.

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How I hope SBA will look like?More focus on assessment of learning incorporate along the way. Generally, formative assessment will be similar to current practices but frequency will be reduced. Hopefully students will be mastery oriented rather than performance oriented.

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With the cut in assessment, it will definitely give students and teachers more time for other activities to bring more joy to learning. Also, only time will tell how students will react to the proposed changes but one thing for sure, this isn't just about the removal of assessment but an overall revamp to how / type / quantity of the non-weighted assessment that would be given. Room and time would need to be given for all to experiment and learn from one another.

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I look forward to exciting refreshing new assessment formats in class next year. Also, a lot of hardwork is expected in implementing and improving teaching method to inject joy in learning. Should transient over time. Not overnight.

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With less focus on WA, I must first change the mindset of the students as they are presented with NWA. They must come to the realisation that they must take the NWA seriously although they are not counted.

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Non-graded:
quizzes using quizizz or kahoot, cumulative assignment at the end of the chapters, reflection to summarize what the students learnt from the chapter, use SLS and do more investigative activities in each chapter

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How I hope SBA will look like?

I hope that the feedback given to students will be more individualised and catered to their needs. (Journal)

Differentiated learning must also be practised - not all students are equipped to tackle a standardised test at a higher level. (Differentiated NWA)

I hope that more modelling tasks can be done in lieu of written paper as this allow students to apply math in real-world contexts.

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Students get to do more investigative/explorative activities to further understand the concepts that they are learning for that topic.

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Students to do more investigative, journal activities.

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Breaking long papers to smaller quizzes with more feedback to boost students’ confidence (and hence, interest) for the subject.

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E.g. Students can provide feedback for a solution to the question provided by the teacher (whether it is right or not) and justify can also help the teacher to assess the understanding of the student and may be more effective than getting the student to do 5 questions to practise the same concept.

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How can we improve on the structure that we can use to provide feedback? How much feedback needs to be given for it to be considered quality feedback for the student? After reading all individual reflections, is overall feedback for the class enough?

Possible solution:
Students can do a mini reflection at the end of the task for them to assess their own understanding of the chapter.
Guiding questions could be given to help students with their reflections.

Challenge:
Does the personalised feedback significantly increase the marking load of the teacher?

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With marks, it is easy to see that students have learnt or improved. However, when marks have been removed, how can we effectively assess that students are learning?

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The changing of routines for math lessons (e.g to explicitly articulate reasoning) may take time to implement as the students are not used to it and may not know how to reason appropriately.

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At the end of a chapter, students to produce a summary video about the topic. Feedback is given before publishing so that students learn their content gaps.

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Use of existing lesson resources - as a pre-lesson resource. This allows us to monitor students' knowledge of pre-requisite knowledge and give feedback

Challenge: SLS may not have all topics that we need.

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Qualitative feedback should be given when students complete a task instead of just giving a grade.

Challenge: How seriously students will take the feedback and task, knowing that the feedback is just for reflection purposes.