With reference to the three key shifts, to what extent do the following statements resonate with you? Share why in relation to your SBA practices. by Sherisse Raps

sherisseraps — 2024-09-17 05:25:56 UTC

Practices such as double marking, group marking and standardisation are necessary for marking accuracy in all school-based assessments.

sherisseraps — 2024-09-17 05:27:23 UTC

Emphasising the significance of assessment and students’ results is essential to motivate students to study.

sherisseraps — 2024-09-17 05:27:56 UTC

Conducting full paper timed practice early in the year and giving graduating students more timed practice will better prepare them for the national exams.

sherisseraps — 2024-09-17 05:28:30 UTC

We need more assessment tasks/alternative assessments to assess students’ learning.

Sports Metaphor

2024-09-17 07:09:47 UTC

Would we run a marathon without any training?

If we need to train for a marathon, it is therefore important for us to train. As such, we should also be fair and pace our students to help them to pace themselves during assessment.

To be fair, content needs to first have been taught before students are assessed on their understanding of it.

About giving them more timed practice, it really depends if that helps students with their time management and emotional regulation when attempting the paper for the different components of the paper.

chia_ai_tian — 2024-09-17 07:11:15 UTC

Emphasising assessment and results can motivate some students by making them feel more engaged and challenged. It's important for students to understand the purpose of assessments and what they mean to their learning journey. However, an overemphasis on grades may create pressure and shift their focus away from deeper learning. A balanced approach that values effort, growth, and understanding, alongside results, can promote more meaningful motivation and long-term success.

2024-09-17 07:17:48 UTC

Not all students are motivated by external measures like grades. Some may find intrinsic motivation—such as a genuine interest in the subject or personal growth—more compelling.

2024-09-17 07:18:49 UTC

An excessive focus on grades can overshadow the importance of learning and understanding. It might lead students to prioritise grades over actual knowledge and skill development.

A balanced approach that includes both motivational strategies and a supportive learning environment can be more effective. It’s important to consider students’ individual needs and motivations when designing assessment strategies.

chia_ai_tian — 2024-09-17 07:20:02 UTC

How results are presented to students and parents is important. It's important to use summative assessment results as a tool for constructive feedback, helping students understand their progress and areas for improvement. This way, students gain insight into their performance and are better equipped to focus on their growth and learning.

2024-09-17 07:41:19 UTC

For WA and bite-sized assessments there is no need for double marking or group marking. A simple standardization session to ensure all markers are on the same page and mark according to the rubrics and agreed standards will suffice.

However for the once a year EYE, we think that standardization and group marking a good opportunity for PD, especially for beginning teachers, new joiners. trs new to that level or those who do not have the opportunities to go out for PSLE marking. Through the professional discussion during group marking, teachers learn from each other and get reminders and pointers on how to better support students’ learning.

Teachers commented that double marking for composition is still being practised because it ensures fairness to our students for that once a year assessment. However, suggestions on how we can switch to single marking are also made to ensure fairness is maintained. E.g. Very detailed standardization documents to provide varied samples of students’ writing and these will serve as benchmarks, thereafter we can have random checking of marking of every marker.