Woei ling's afl journey edited

OUR AFL JOURNEY (THEN & NOW)

THEN

• Depended on O/N Level assessment rubrics and Markers’ Comments to make known expectations.

BAND DESCRIPTORS FOR THE ASSESSMENT OF LANGUAGE IN SECTION 1 Factor A (27 - 30) B (23 - 26) C (19- 22) D (15 - 18) Accuracy in language

Apart from very occasional slips, the language is accurate

The language is accurate; occasional errors are either slips or arise from attempts to use ambitious structures or vocabulary that may be imperfectly understood.

The language is mostly accurate; errors that occur will not mar clarity of communication.

The language is sufficiently accurate to communicate meaning. There will be patches of clear, accurate language, particularly when simple vocabulary and structures are used.

Sentence structure

Sentence structure is varied and demonstrates the candidate's skill to use different lengths and types of sentences for particular effects

Sentences show some variation of length and type, including the confident use of complex sentences to create some natural fluency.

Sentences may show some variety of structure and length, although there may be a tendency to repeat sentence types and 'shapes', producing a monotonous effect.

There may be some variety of sentence length and structure, but the reader may not be convinced that this variety is for a particular purpose.

Verb forms Verb forms will be largely correct and appropriate tenses consistently used to sustain a logical progression of events or ideas.

There may be occasional slips in verb forms or tense formation but sequence will be consistent and clear throughout the piece.

There may be errors in irregular verb forms but control of tense sequence will be sufficient to sustain a clear progression of events or ideas.

There may be errors in verb forms and tense consistency which cause some uncertainty in the sequence of events or disturb the ease of communication.

Vocabulary Vocabulary is wide and precise.

Vocabulary is wide enough to convey intended shades of meaning with some precision

Vocabulary and idioms are mainly correct when they are simple; mistakes may occur when more sophistication is attempted.

Vocabulary is usually adequate to convey intended meaning, although it may be insufficiently developed to achieve precision. Idiom may be uncertain at times

Punctuation Punctuation is accurate and helpful to the reader.

Punctuation is accurate and generally helpful.

Sentence separation is correctly marked by punctuation. Punctuation is generally accurate, although errors may occur when more difficult tasks are attempted e.g. the punctuation of direct speech.

Punctuation will be used but may not enhance/clarify meaning. Some sentence separation errors may occur occasionally.

Spelling Apart from very occasional slips, spelling is accurate across the full range of vocabulary used.

Spelling is nearly always accurate.

Spelling of simple vocabulary is accurate; errors may occur when more ambitious vocabulary is used.

Simple words will be spelt accurately, but more complex vocabulary may show some spelling weakness.

Paragraph Paragraphs have unity, are linked, and show evidence of planning.

Paragraphs show some evidence of planning, have unity and are usually appropriately linked.

The composition is written in paragraphs which may show some unity, although links may be absent or inappropriate.

Paragraphs will be used but may lack unity or coherence.

Topic The topic is addressed with consistent relevance; the interest of the reader is aroused and sustained.

The response is relevant, and the interest of the reader is aroused and sustained through most of the composition.

The composition is relevant and will arouse some interest in the reader. There may be an impression of lack of originality and/or some evidence of lack of planning.

A genuine attempt has been made to address the topic, but there may be digressions or failures of logic and there may be occasional irrelevance. Compositions may lack liveliness and interest value.

Tone & Register

The tone and register are entirely appropriate to the topic.

There is evidence of a genuine effort to achieve an appropriate tone and register for the topic.

The tone is usually appropriate to the topic, although there may be slips of register with some unsuitable vocabulary or idiom

The tone may be uneven.


THEN

• Used exemplars to set benchmarks (explicit)


THEN

• Used exemplars to set benchmarks (explicit)

Pupils were explicitly taught the format and structure of a formal letter


THEN

• Carried out informal peer assessment for oral exam practices (sometimes critique of oral example sample tapes)

• Conducted peer-editing/marking for class work

• Gave simple verbal and written feedback for assignments and oral examinations


NOW

• Use O and N Level assessment rubrics to provide a clear and understandable vision of expectation.


NOW

• Set targets at beginning of term (to set targets/learning objectives at start of every unit in 2011)

PSLE EL Grade Target EL Grade 2009

Tracking of EL Grade

CA 1 SA 1 CA 2 SA 2 Total 15% 25% 15% 45% 100%

No Consequence Good Work Habit 1 Getting

Organised 1. Record details of homework in Pupil's Handbook. 2. File all notes, tests and assignments promptly

according to units of work. 3. Bring all stationery to school. 4. Update content page regularly. 5. Update reading records weekly.

2 Achieving your target grade

6. Bring a novel to read every day. 7. Submit all work on time. 8. Check your work before submission. 9. Check the meaning of difficult words. 10. Take notes during lessons.

3. Window Dressing

11. Write in dark blue or black ball-point pen. 12. Use a dark green pen to complete all corrections. 13. Leave a line after each paragraph of an essay.

Signature Name:

Date Class


NOW

• Use exemplars to set bench mark (IBL)

Identifying criteria - Higher ability pupils derive features of descriptive writing from exemplar.

Describing success: using samples and exemplar collections shows students what success look like and inform professional judgment. [Making Classroom Assessment Work by Anne Davis]


NOW

• Use exemplars to set bench mark (IBL)

Lower ability pupils use exemplar as scaffold


NOW

• Involve pupils in classroom assessment – identifying criteria/ crafting rubrics

Co-constructing criteria changes the teaching and learning environment. Having criteria results in more students being engaged and learning at higher levels. [Joslin (2002)]


NOW

• Align assessment rubrics to learning

SECONDARY 3A’S GUIDE TO DESCRIBING PEOPLE Physical Appearance · Facial features · Body shape/ physique · Hair · Complexion · Clothing · The personal accessories

the person carries

Background Information · Race/ culture · Religion · Occupation/ work experience · Family details · Education/ qualifications · Medical history

How would you

describe a person?

Using analogies/ metaphors/ personifications · Comparing the person to

an object/animal · Likening the person to a

celebrity/ historical figure/ famous person/ cartoon character/ fictional character in a book

Personality/ Character Traits · The way the person behaves · The way the person speaks · Habits · Attitudes · Aspirations · Strengths and weaknesses · The way the person dresses


NOW

• Carry out more structured self reflection using self checklists for demonstration of skills

Self checklist for essay writing


NOW

• Carry out more structured self reflection using self checklists for demonstration of skills

Self checklist for summary writing

When students are involved in their own assessment, mistakes becomes feedback they can use to adjust what they are doing. When students’ mistakes are identified by others and feedback is limited to marks or letter grade, students are less likely to know what to do differently next time. [Black and William (1998)]


NOW

• Conduct informal peer-editing/assessment for class work (using ticks/star stickers during gallery walks to affirm peers’ work)


NOW

• Conduct informal peer-editing/assessment for class work (using ticks/star stickers during gallery walks/class presentations to affirm peers’ work)


NOW

• Conduct informal peer-editing/assessment for class work (using ticks/star stickers during gallery walks/class presentations to affirm peers’ work)

HONG KAH SECONDARY SCHOOL SECONDARY 3 ENGLISH ICT COMPETITION

PUPIL VOTING FORM 2010 Please tick the 3 ICT Competition entries which are your favourites:

Name of Entry Your Vote

Foreigner & Ah Beng

Singlish vs English

How about an Interview?

Orchard Road Flood

King Kong’s Job Interview

Rob You Ah

Hey Boy! Thief!

When Romeo Meets Juliet

World’s Worst ‘Educated’ AL

SSW News

Tourist & Singaporean

Where Work?


NOW

• Conduct formal peer-editing/assessment for class work (using peer assessment forms for pupils to assess and give constructive feedback)

Peer assessment should be used in a deliberate, systematic way to engender the development of skills which are consistent with lifelong learning. [Race, Brown and Smith (2005)]


NOW


Peer assess-ment form for Reading Al

oud


NOW


Peer Assessment

for Oral Presentation


NOW

• Use marking symbols / focused marking to allow pupils to self correct


NOW

• Use marking symbols / focused marking to allow pupils to self correct


NOW

• Give descriptive verbal and written feedback for assignments and oral examinations

Descriptive feedback gives information that enables the learner to adjust what he or she is doing in order to improve [Gibbs and Stobart (1993)].


NOW

• Give descriptive verbal and written feedback for assignments and oral examinations


NOW

• Get pupils to practise target review and self reflection Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases. [Gearhardt & Wolf (1995)]


NOW

• Use pupils’ feedback for planning lessons


NOW

• Use simple checklists/ feedback forms to know pupils’ profiles to help plan lessons