Collective goals

• Group Discussions Norms

• Classroom rules / routines

• Word Cloud to identify common goals

• VIA (Pre, Actual, Post)

• Learning Journey - Individual and group reflections.

• Poll

• Discussion circles

• Level camps [class goal]

Individual goals

• Journeying Together Journalling

• Learning dispositions

• MySkillsFuture

• Academic target setting

1. ALIVE lessons reflection eg. Exit slip/survey, quick poll, 'Think, pair, share', Circle of viewpoints, Hot seat, Gallery walk

   
   

2. VIA (pre- and post- discussions)

3. Post camp reflections

4. Circle time 

5. CI discussion on multiple perspectives using context dimension frame

6. Authentic conversations of sharing personal experiences

7. Discussion circles ( circle time )

8. Journeying together reflection

9. LD coaching / Self assessment

10. Feedback form

11. FT time session

12. Upper/Lower Sec Peer Mentoring

    
    

Self-assessment

1. termly check in

2. end of semester reflections

3. success criteria and rubrics

4. LD

5. Journeying Together Journal

6. checklist given for reflection at the end of ALIVE lesson

Peer assessment

1. Sometics

2. Nomination for Outstanding Student of the Year

3. 
   

Ipsative assessments evaluate an individual's performance or traits in relation to their own previous performance. These assessments focus on personal progress and growth, as they compare an individual's current abilities to their past performance

Ipsative Assessment is a form of assessment that compares a learner's current performance with their past performance, rather than against the performance of others or against a fixed standard. This type of assessment focuses on personal improvement and progress, encouraging students to reflect on their learning journey and to set goals for further development.

• Self-Reflection Journals:

• Students keep a journal in which they reflect on their learning experiences, challenges, and achievements. They review past entries to identify how their thinking and strategies have evolved. Teachers can prompt students to reflect on their progress and set future learning goals.

• Like our Journeying Together Journal!

• Personal Learning Goals:

  • At the beginning of a term or unit, students set personal learning goals. Periodic check-ins allow them to assess how well they are meeting these goals compared to their previous attempts, with a focus on personal improvement rather than comparison with peers.

  • Sounds like what we do during Learning Dispositions Coaching!

Journeying Together Journal. They can do their own time to utilize recollection and self-reflection to track their progress throughout the years at TMS.

Learning Dispositions. Similarly, the current structure of the LD excel means that they are able to make comparisons to their past selves, observe improvements and identify a different growth area.

use the Olympics as an example, instead of winning a medal, compare with previous individual record. Did they make a personal record or something better.

but how to scaffold or put in the milestone for self-assessment? there is a risk that we an external standard. How to make a fair comparison? It has to be tangible and measurable. Some qualities may not be easily measurable, but compared to something externall.

1. Focus on Personal Growth vs. Fixed Outcomes

   • Ipsative Assessment: Measures a student’s improvement over time by comparing their current performance to their past performance. The emphasis is on how much they have grown rather than whether they meet a set standard.

   • Criterion-Referenced Assessment: Evaluates students based on a fixed set of learning objectives or standards, without considering their starting point. The focus is on whether they have achieved the required level.

2. Relevance of Starting Point

   • Ipsative Assessment: The learner’s initial ability is critical because progress is measured from this point. Success is determined by how much they have improved.

   • Criterion-Referenced Assessment: The starting level is not considered. What matters is the final achievement at the end of the learning period.

3. Non-Competitive Approach

   • Ipsative Assessment: Since students are only compared to their past performance, there is no competition with peers. Every student’s journey is unique.

   • Criterion-Referenced Assessment: Students may be indirectly compared to peers, as they are all expected to meet the same standard.

4. Goals are Internal and Individual

   • Ipsative Assessment: The goals are personalized, based on what each student needs to improve. It encourages self-reflection and motivation by showing their progress over time.

   • Criterion-Referenced Assessment: The goals are external, set by a curriculum or standardized criteria that all students must meet.

5. Different Concept of Success

   • Ipsative Assessment: Success is defined by progress. A student who initially struggled but has significantly improved can still be seen as highly successful.

   • Criterion-Referenced Assessment: Success is based on the achievement of a standard. A student may not be considered successful if they fail to meet the set benchmark, even if they have made personal progress.

• What do we hope students will take away from CCE and how do we know if they have? Your responses?

  
  

• Let's take a look at the different types of assessments we did in TMS [responses gathered from 2024 PDS]

  
  

• Recap of Ipsative Assessment 

  
  

• From the different types of assessments listed, identify which types of assessments we do are ipsative.

Hope that students will take away the following:

• Skills on how manage/regulate their thoughts and emotions (mental health)

• Understanding and awareness of their personal boundaries and boundaries with other people (Friendships/Relationships/Sex Ed)

• Awareness on real issues happening in the world/within SG and knowing how to justify their stand/thoughts/opinions objectively and tactfully (Contemporary Issues)

How do we know if they have gained the above:

• Able to maintain decorum during discussions and always support their views with valid reasons

• Seeing how they interact with one another

• Seeing how they react/behave in times of pressure

To know if students have achieved this, we can look for signs in their behaviour. E.g. how they manage their emotions, how they interact with their peers, teachers, parents. We can also hear from TIME sessions with the students to hear about their experiences and their thoughts.

We can see this happening when they show empathy, make thoughtful decisions, and contribute positively in class discussions. We can also see their reflections, behavior, and responses to real-life situations, be it in class discussions, journals, or daily interactions. It gives us a good sense of their growth.

For ipsative assessments, we focus on students’ personal progress rather than comparing them to others. Things like reflection journals, goal-setting exercises, and portfolios help them track their development over time. These assessments encourage self-awareness and reinforce the idea that character growth is a lifelong journey.

Take-aways from CCE lesson:

• To develop a moral compass that helps them guide them in making responsible choices and to act on them.

• To have understanding, empathy and respect for others from diverse backgrounds and abilities.

• To learn to develop a positive mindset to be resilient in overcoming challenges and setbacks.

• The ability to think beyond self and demonstrate care for the wider community.

How do we know if they have?

• Students demonstrate values-driven behaviour both in and outside the classroom

• They show empathy and kindness in their speech, actions, and interactions

• Positive feedback from peers, teachers, parents etc.

Journeying together - as students journal, they think back and reflect on what they have achieved. If we want them to assess their own achievements, we might need to include prompts like "3 things you felt you did better as compared to last year".

Learning dispositions - students rate themselves (but will still need the coach to be open to accept if students rate themselves lower than the previous rating). There is a criterion but every student has a different starting point and each time they reflect, they do not have to reach a certain goal but simply make an improvement to their disposition.

For sharing: 3F - academic tracking. excel sheet to chart students' academic growth. students just need to make improvements (regardless of starting point, stream, number of subjects) and will be used to discuss during TIME and recognised in term 3 (to boost morale before FTE).

A) Core Values and Ethics: Learning how to treat others with dignity, regardless of differences. Taking ownership of one's actions and their consequences, both in personal life and in the community. Demonstrating compassion toward others, especially those in need.

B) Self-Regulation and Emotional Intelligence: Building resilience and the ability to manage emotions, handle challenges, and bounce back from setbacks. Developing interpersonal skills, such as conflict resolution, communication, and teamwork.

C) Active Citizenship: Recognizing the importance of contributing positively to society, such as participating in community activities, volunteering, and being aware of social issues. Encouraging critical thinking about civic duties, social justice, and ethical decision-making.

How to know if students have learned and applied the lessons?

A) Reflection and Self-Assessment:

Encourage students to reflect on their actions and decisions through activities like journaling, group discussions, or self-assessments. This allows them to connect theoretical learning with practical applications and think critically about how their values influence their behavior.

B) Disciplinary Records and Conflict Resolution:

If students are demonstrating the desired ethical and moral behaviors, there should be fewer behavioral issues, conflicts, or disciplinary actions. The way students handle disagreements and engage in problem-solving could indicate the effectiveness of CCE.

• Essential values like conscientiousness, resilience and empathy

• Soft skills that can help them navigate friendships, relationships and hardships effectively

• Critical thinking skills to help them stay abreast in the sea of information available to them on their devices, and help them to be able to identify what resonates with their values and principles

How do we know if they have?

If they are able to slowly put what they learnt into practice, and we see positive changes in their behaviour or mindset. If they are able to verbalize in their own words why what is taught is important, and truly believe in it.

would be clearer if the activity has this time frame. Before, I think that ......

After doing the lesson, I understand that .......

The difference is ..........................

Anwaar

• I hope students can develop social-emotional competencies, such as making rational decisions, being self-aware, and learning to manage relationships between their peers, teachers, and family members.

• Able to develop values such as respect, responsibility, resilience, and integrity.

• Able to understand societal issues better and learning how to articulate their viewpoints concisely and coherently.

How do we know if students have demonstrated?

• Having a reflective journal where students can choose various mediums to pen down their thoughts and reflections helps them make sense of and think critically about how their actions can affect the people around them and themselves.

  
  

• Observe how they interact with their peers in class in group work settings, how they regulate their emotions, and also through the check-in sessions we have with our students.

Take away information and ideas that will help them think thoroughly. see clearly and act wisely. Strengthen connections with family and friends, navigate the ever changing landscape in our society, country, world, and make judicious decisions at different points of their lives.

How do we know if they have?

In the short term, I hope they will share what they learnt with their families and use the information during El and MTL oral exams. (Measurable)

In the long term I hope they will share these with their peers from other schools/countries. (We may never know)

In CCE, we hope our students will:

-Develop Core Values and Social-Emotional Competencies
Students should internalise values such as respect, responsibility, resilience, integrity, care, and harmony. They should also grow in social-emotional areas like self-awareness, self-management, relationship management, and responsible decision-making.

-We also hope students will feel empowered to contribute meaningfully to the community and society, showing empathy, initiative, and a sense of duty towards others.

How do we know if they have?

Through Reflections and Journaling
we will know whether students can reveal depth of thought, personal values, and evolving perspectives on social and moral issues.we also can see via classroom observations and discussions. eg. student participation in discussions or questioning during CCE lessons can show how they apply values and navigate moral dilemmas.