https://padlet.com/jane_phua/6qr2tjr2te135ku8 en-us 2020-07-06 03:43:52 UTC 2025-10-02 17:37:28 UTC hello@padlet.com https://padlet.com/jane_phua/6qr2tjr2te135ku8/wish/864109698 As we marked, I realised that source selection is key. Since the LORMS depends on the complexity of the source and questions asked about it, choosing 6 complex or simple, pictorial or textual, biased or unbiased sources would greatly influence the LORMS, which then influences the marking. It is good to have a spread of source types.]]> 2020-10-27 01:39:48 UTC https://padlet.com/jane_phua/6qr2tjr2te135ku8/wish/864109698 https://padlet.com/jane_phua/6qr2tjr2te135ku8/wish/864115033 When we assess students, consider the message we are sending to them about their work. We should not short-change students' learning, but neither should we completely discourage them from trying again in the subject. As such, we must mark understanding the purpose of our marking, the school and our personal assessment philosophy, as well as the broader context (Prelim? Class Test?) of the test. ]]> 2020-10-27 01:42:54 UTC https://padlet.com/jane_phua/6qr2tjr2te135ku8/wish/864115033 https://padlet.com/jane_phua/6qr2tjr2te135ku8/wish/864120404 Is there a way to distinguish between different levels of support? Which of these would differentiate within a level (L3/3 or 4), and which of these would differentiate across a level (L2 or L3)?]]> 2020-10-27 01:45:55 UTC https://padlet.com/jane_phua/6qr2tjr2te135ku8/wish/864120404