Using TSA and internal assessment to inform Teaching and Learning Language Learning Support Section.
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Transcript of Using TSA and internal assessment to inform Teaching and Learning Language Learning Support Section.
![Page 1: Using TSA and internal assessment to inform Teaching and Learning Language Learning Support Section.](https://reader036.fdocuments.in/reader036/viewer/2022062417/551c12c5550346b24f8b5503/html5/thumbnails/1.jpg)
Using TSA and internal assessment to inform
Teaching and Learning
Language Learning Support Section
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Analysis of TSA data and internal assessment data of
ABC Primary School
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Focuses: TSA data review
Interpretation alongside internal assessment data
Reflection on teaching and improving students’ learning
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grammatical mistakes
incapable of producing familiar words
spelling mistakes
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lack of imaginativ
e ideas
lack of organizatio
n and sequence
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Formative Assessment
SummativeAssessment
Analysis of internal assessment data
Analysis of internal assessment data
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exam paper
exam paper
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Analysis of school data
Analysis of school data
lesson observation
lesson observation
students’ work
students’ work
exam paperexam paper
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Problems identified on the exam paper
limited text typeslimited
text typesgreater focus on
testing language forms
than language use
greater focus on testing
language forms than language use
limited vocabulary
and language structures
limited vocabulary
and language structures
lack of free writing
practice
lack of free writing
practice
lack of generic skills
lack of generic skills
lack ofauthentic contexts
lack ofauthentic contexts
lack of problem-solving
skills
lack of problem-solving
skills
mismatch between targets and
learning outcomes
mismatch between targets and
learning outcomes
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Students’ past experience in writing
Guided Writing
Students just follow given guidelines or prompt words.
Parallel Writing
Students lack creativity and critical thinking skills.
Inadequacy
problems in generating content for writing
a lack of planning, organizing and sequencing ideas
inadequate skills for revising written work
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Summary of findings
failing to produce familiar words
weak in providing details about description of characters and things
lacking imaginative ideas such as creating a new ending or giving wishes
failing to sequence ideas
failing to complete short, simple poems
not understanding how to rhyme words, e.g. hat & cat
IdeasIdeas
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targetstargets
increase students’ interest in writing and develop their
writing skills
integrate assessment into
holistic curriculum planning
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conduct a workshop on developing students' writing skills
implement a project on shared writing and process writing in P3
develop a process writing package for all levels
conduct a workshop on developing students' writing skills
implement a project on shared writing and process writing in P3
develop a process writing package for all levels
Actions taken
WritingWriting
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integrate assessment into holistic
curriculum planning
review and modify the school’s exam paper
integrate assessment into holistic
curriculum planning
review and modify the school’s exam paper
Actions taken
AssessmentAssessment
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Implementing a project on process writing
Implementing a project on process writing
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Going on a tripGoing on a trip
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Level: P3 learners
Objectives:
to develop students’ motivation in writing
to develop and enrich students’ ideas and thoughts in ESL writing
to plan and organize ideas to form coherent text
Going on a tripGoing on a trip
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Going on a trip
Going on a trip
Curriculum planning
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Pre-writingPre-writing
Shared reading
motivate the learners with a story of John’s trip
relate learning to students’ life experience
develop students’ reading & writing skills in expressing feeling and providing responses
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Other writing practices --Free writingOther writing practices --Free writing
Pre-writingPre-writing
motivate students to write creatively
help them to organize ideas
develop their problem-solving and critical thinking skills
Create a new ending of the storyCreate a new ending of the story
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Pre-writingPre-writing
Using graphic organizers and
pictorial cues
Using graphic organizers and
pictorial cues
Experience sharing from teachers and students on
planning trips
questioningquestioning
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when
who
how
what to bring
what can see
where
what can do
feeling
Planning of a trip
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Pre-writingPre-writing
Shared writing
Group writing
Individual writing
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Pre-writingPre-writing
Shared writingShared writing
teacher works with whole class to brainstorm and generate ideas on planning of a class trip
teacher helps learners to compose texts collaboratively
develop and build the culture of sharing & collaboration
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Pre-writingPre-writing
Group writingGroup writing
students work in group to plan an outing together
each member contributes one focus such as ‘where to go’, ‘what to bring’
members select and connect ideas to form a piece of writing together
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Drafting- creating a provisional text
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Process Writing--Revising
Repeated revision and editing rethink, revise and edit the content
concentrate on how to convey the content effectively
combine and rearrange ideas in order
add or delete details to substitute words or phrases with more appropriate ones
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Sequencing ideas
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Impact on learningImpact on learning
actively involve students in the construction, modification and evaluation of important writing strategies
develop their critical thinking skills and creativity through shared writing, group writing and individual writing
enhance interest in writing
develop confidence in writing
develop responsibility and ownership for their own learning
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Impact on teachingImpact on teaching
using shared writing and process writing
to enhance writing
better use of questioning techniques and providing constructive feedback
increasing awareness of the shift from content teaching to skills and strategies development of students
building of a collaborative planning culture within the Eng panel
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How to download the workshop materials?
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STEP 1: Go to the EMB Website (http://www.emb.gov.hk)STEP 2: Click “Kindergarten, Primary and Secondary Education”, then “Curriculum Development”
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STEP 3: Click “Assessment for Learning”
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STEP 4: Click “Resources from Professional Development Programmes” for all the workshop materials
Another Resource Bank: WLTS
Resources from Professional Development Programmes
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Web-based Learning & Teaching Support: a resource bank where BC KS1-KS2 tasks are available
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THANK YOU!