Assessment in BGPS

Overview

• Balanced assessment in BGPS• Using Formative Assessment in the Classroom

• P1 & P2 Holistic Development Profile (HDP)

• BGPS Learning Dispositions

• Parent-Child-Teacher Conferencing (PCTC)

• Assessment Structure from P1 to P6

• How to support your child

BALANCED ASSESSMENT

Formative

Summative

Balanced Assessment in BGPSUsing Formative Assessment in the classrooms

Formative Assessment (FA) :

Processes that teachers and students use to gather evidence for the purpose of improving learning

Through the use of tools & strategies, teachers will:

• Find out what students have learnt

• Provide descriptive feedback

• Help students to move learning forward

• Teach students what to look out for and produce good quality work

Balanced Assessment in BGPSExamples of Formative Assessment Tools

Rubrics / Checklists

Mini-whiteboards

Balanced Assessment in BGPSExamples of Formative Assessment Tools

A Variety of ICT tools

Balanced Assessment in BGPSFormative Assessment Tools in Student Handbook

Balanced Assessment in BGPSP1 & P2 Holistic Development Profile (HDP)

No Weighted Assessments in P1 and P2

Qualitative descriptors are used to report mastery of specific learning outcomes at P1 and P2 based on:

• Formative assessments• Bite-size tasks and daily work

* A weighted assessments refers to an assessment for which scores attained count towards the subject grade.

Bite-size tasks may include class quizzes, short writing, reading and performance tasks, show and tell, presentations etc.

Balanced Assessment in BGPSP1 & P2 Holistic Development Profile (HDP)

Sample HDP with qualitative descriptors

Holistic Development ProfileName : Adrian Tan Date : 6 Nov 2019

Age on 1st Jan : 6 S/N : 15 Identification No : T0612345F

Class : P1-Respect

Form Teacher : Miss Tan Co-Form Teacher : Miss Low

SUBJECT : MATHEMATICS

• Understands number notations, representations and place values up to tens. Accomplished

• Understands the concepts of addition and subtraction, including the relationship between adding and subtracting.

Competent

• Identifies, sorts, compares and order objects (e.g. by colour, shape, size or orientation) Competent

• Tell time to the hour / half hour. Developing

Qualitative Descriptors to

state your child’s mastery for an LO

Specific Learning Outcomes

for each subject

Balanced Assessment in BGPSP1 & P2 Holistic Development Profile (HDP)

Qualitative

Descriptors

What It Means

Accomplished Strong understanding and application of concepts and skills

- Thorough understanding of all or nearly all key concepts and skills and routinely makes

connections/ or demonstrates them

Competent Good understanding and application of concepts and skills

- Understands most key concepts and skills and often makes connections to them/ or

demonstrates them

Developing Basic understanding and application of concepts and skills

- Understands some key concepts and skills and occasionally makes connections to

them/or displays them in action

Beginning Minimal understanding and application of concepts and skills

- Displays very little understanding of basic concepts and skills and rarely makes

connections to them/ or displays them in action

Balanced Assessment in BGPSP1 & P2 Portfolio Files

• Showcase the best 3 to 4 pieces of student’s completed work for each subject. (e.g. quizzes, task sheets etc.)

• The student and the form teacher will discuss his/her subject mastery level and learning progress for different learning outcomes during PCTC with reference to these files.

Balanced Assessment in BGPSBGPS Learning Dispositions – “EMPOWER”

• Characteristics, behaviours, habits, attitudes and ways a learner responds to learning and acquire new knowledge

Appreciate diversity. Collaborate, listen and take the initiative to contribute.

Resilient in the face of difficulties. Persistent. Ready to learn from mistakes and from others.

Take responsibility for own learning. Strive to meet targets and expectations. Act on feedback to improve.

Have a sense of wonder about the world around them. Keen to explore new ideas and interests.

Motivated to come to school. Interested to learn and participate in activities.

Flexible in thinking. Reasoned and thoughtful. Innovative in finding ways to acquire and apply learning.

Empathy

Perseverance

Ownership

Wonder

Enthusiasm

Resourcefulness

EM

P

O

W

E

R

Balanced Assessment in BGPSBGPS Learning Dispositions – “EMPOWER”

About Your Child (AYC) Form

Balanced Assessment in BGPSParent-Child-Teacher Conferencing (PCTC)

Rationale: To engage learners in the assessment process and in communicating their own learning (“Student’svoice”)

• Student will be sharing his/her learning to parents and teacher during the meeting

• Guidance will be provided by his/her subject teacher prior to the meeting

• Portfolio files and AYC form will be referenced

When? – P1 PCTC to tentatively scheduled to be held in August 2020

– P2 to P6 PCTC is be held once a year

Balanced Assessment in BGPSAssessment Structure from P1 to P6

Level Term 1 Term 2 Term 3 Term4

Primary 1 Non-weighted bite-sized tasks

Primary 2 Non-weighted bite-sized tasks

Primary 3 Weighted Assessments (WA) End of Year Examination (SA2 - Semestral Assessment)

Primary 4 Weighted Assessment (WA) Mid Year Examination (SA1) Weighted Assessment (WA)

End of Year Examination (SA2 - Semestral Assessment)

Primary 5 Weighted Assessments (WA) End of Year Examination

(SA2 - Semestral Assessment)

Primary 6 Continual Assessment (CA) Mid Year Examination(SA1)

Preliminary Examinations

PSLE

* A weighted assessments refers to an assessment for which scores

attained count towards the subject grade.

Balanced Assessment in BGPSAssessment Structure from P1 to P6

All parents will receive a copy of

this Assessment Information

booklet in Term1

• Contains essential information and instructions on assessment in BGPS

How can you support your child?

sk open-ended questions :• “Why” and “How” questions to let your child tell you what

they are thinking

A

B

C

e specific in your feedback :• Let your child know how he/she can improve in the work quality

ulture of learning > grades :• Focus on improvement rather than comparing with his peers

Thank you