You may have heard the term standardised assessments? But what does that actually mean?
Standardised assessments are designed to give a common measure of a students’ performance. Generally, the same standardised test would be taken by a large group of students. This gives a common ‘standard’ of measure. The ‘standard’ is created because the tests contain the same questions and are marked in the same way, giving objective results.
There are two types of standardised tests: standardised achievement and standardised aptitude tests. Standardised achievement tests measure how much students have learned about a subject. Standardised aptitude tests measure students’ current ability to learn in school. Instead of measuring knowledge of subjects taught in school, these tests measure a broad range of abilities or skills that are considered important to success in school.
In the Primary School, the largest piece of standardised data we have is from the International Students’ Assessment, or ISAs. Used in upper Key Stage 2, these tests are designed by the Australian Council of Educational Research (ACER), who helped design the Programme for International Student Assessment (PISA).
The ISA results enable us to compare our students’ performance with other international students around the world. We are particularly interested in comparing our school with similar schools in the Asia-Pacific region, such as China and Singapore, which often score at the top of the PISA rankings. This data also allows us to evaluate and improve the quality of our curriculum; supports teachers to calibrate their assessments; and provides parents with a report on their child’s performance.
This year’s ISA results are just back and we are thrilled with them. As you can see from the below tables, the results show that we outperformed regional and all schools in both Maths and Reading. The Year 6 Maths results are the highest that we have ever had.
What are the considerations around using standardised assessments?
Standardised assessments are extremely useful in Primary settings, but there are some considerations:
Firstly, standardised assessments are best used in upper Key Stage 2 classes, as assessing younger students is often unreliable and creates unnecessary pressure.
Secondly, standardised assessments do not test everything a student has been taught in a specific subject. They are a snapshot at a point in time and may not be a true reflection of what a student knows; for example, the student may have been unwell on the day or may not perform well under test conditions.
Thirdly, an over emphasis on testing can create a culture of anxiety and competition among students, which can be detrimental to their overall well-being and love for learning. This focus on test performance can overshadow the importance of holistic education, where creativity, critical thinking, and emotional intelligence are equally valued. Additionally, it may lead teachers to ‘teach to the test’ prioritising test-related content over a richer, more varied curriculum that fosters a deeper understanding of subjects and encourages intellectual curiosity.
Therefore, standardised tests should be used with care and consideration to the age of a child and the need for such assessments duly considered at a whole school level. Moreover, results are best interpreted alongside the teacher’s observations; other assessments; in collaboration with other specialist teachers; and in consultation with parents. We call this triangulation and it is an important part of our work when considering a student’s progress and creating end of year reports.
Over the last two years, we have been working on an assessment strategy, which has involved trialling a range of standardised assessments appropriate to our setting and considering how we can use data more effectively to support student needs.
This year we introduced CAT4 (Cognitive Abilities Test version 4) and PASS (Pupils Attitudes to Self and School). Although PASS is a well-being survey, rather than a standardised assessment, we can compare the results of the survey with other assessments to see how we can support each student.
Next year, we will be bringing in two more standardised assess-
ments: Progress Test in English (PTE) and Progress Tests in Maths (PTM). Both of these are attainment tests, and can be used to measure attainment and progress when taken annually.
Additionally, we will continue to support our understanding of formative assessment strategies which teachers use to get an understanding of students’ strengths and areas for development.
Finally, the world of assessment and reporting will be taken over by Mr. Dave Walton from August as I will be leaving Thailand and moving on to a new adventure with my family. May I take the opportunity to say farewell to you all. I have had an amazing nine years at Patana and thoroughly enjoyed working with this amazing community. Do watch this space for more exciting news on assessment in the Primary School!
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Admissions Team
Your monthly round up of reading recommendations. As we near the end of the school year and we prepare to say
INTERVIEW: HELEN THEWCROSS CAMPUS PRINCIPAL1. What is one of your fondest or most favourite reading memories?
From a young age I loved being read to and my wonderful brother loved reading to me. I clearly remember him reading Little Women by Louisa May Alcott. The story follows the lives of the four March sisters – Meg, Jo, Beth and Amy and details their passage from childhood to womanhood. I remember that feeling of excitement each evening as another chapter (or two) would be read to me.
I think my most treasured memory as a book lover is that feeling you get when you get lost in a new world when you open a book for the first time. I find as I get immersed into the book, so my surroundings fade away. I especially felt this reading the Harry Potter books as I got swept up into the world of Hogwarts.
I love to travel and very much enjoy reading books about places I have been to or am going to go to. Having hiked with a group of Year 12 students to Base Camp Everest for their Gold Duke of Edinburgh International Award, I have read many books about events that have taken place on Everest. Before I went to Bhutan, I read all the books that I could find that would tell me more about the country. In her book Set Free, Emma Slade tells of her life-changing journey from banking in Hong Kong to Buddhism in Bhutan. Emma was a high-flying debt analyst for a large investment bank, when she was taken hostage in a hotel room on a business trip to Jakarta. Realising her view on life had profoundly changed, she embarked upon a journey, discovering the healing power of yoga and in Bhutan she found a kinder, more peaceful way of living. It is a beautiful read!
it, I do not think I want to meet any Dementors either. I would not want them feeding off my happiness and leaving me with a terrible feeling of despair.
3. What does Bangkok Patana School mean to you? Do you have any book suggestions for our community?
Bangkok Patana School is more than just a school; it’s a family and home that has nurtured me and countless students over the 19 years that I have been here. It’s a place where as teachers we unite to support our students to foster a culture of empathy, creativity and critical thinking and reading places such an important role here.
My educational / leadership book suggestion :
I have lost count of how many times I have watched Brene Brown’s TED talk on the Power of Vulnerability or used her video on Empathy with my students, staff and parents. Her book Dare to Lead came out in 2018 the same year I took on the Cross Campus Principal role. Following her message of when we dare to lead, we don’t pretend to have the right answers; instead, we stay curious and ask the right questions got me through my first principal year. Probably time for me to read it again before I move on to my new school!
A fabulous Children’s Book:
Who Moved My Cheese? by Spencer Johnson is a picture book that allows children from a young age to be able to view change as a positive thing that can lead to new opportunity. Young readers will enjoy following the story of the four little characters Sniff, Scurry, Hem and Haw who make their way through the maze looking for cheese that makes them happy. It seems like the cheese will last forever until one morning when everything changes. This book can be read by readers of all ages and can help open a dialog about any change in your life. I would recommend this book to anyone wanting to make a change in their life.
Viola Paszti, 1S
2. Which fictional character would you most like/least like to meet in real life and why?
At Birmingham University I read Biochemistry, so the title of the book Lessons in Chemistry by Bonnie Garmus caught my attention. It turned out to be a favourite read. It follows the story of Elizabeth Zott, a brilliant chemist who is forced to become a television chef in the 1960s when she finds herself a young, single mother. The novel explores the themes of feminism, science and love with both humour and insight – so I would very much like to meet Elizabeth Zott and discuss these areas further with her.
As mentioned above, I have read all the Harry Potter books in fact several times. I would least like to meet Lord Voldemort (Tom Riddle). I think encountering Lord Voldemort would be terrifying. His malevolence, obsession with power, and his dark magic make him a formidable adversary. I would prefer to keep my distance and avoid any encounters with the Dark Lord. And while I am at
Curious George book series by H. A. Ray
Viola loves the Curious George book series by H. A. Ray. She enjoys the adventures of George the mon key ‘because it’s funny and exciting’. Don’t Forget by Jane Godwin is a picture book that reminds us amongst all the daily things we tell children to remember: ‘don’t forget to brush your teeth!’, we must also remind them of things like ‘don’t forget to imagine’ and ‘don’t forget you are not alone’.
Remember by Joy Harjo is US Poet Laureate Joy Harjo’s iconic poem, beautifully illustrated by Caldecott Medalist Michaela Goade. The book invites young readers to pause and reflect on the wonder of the world around them, and to remember the importance of their place in it.
Anna Caswell, Year 5 Class Teacher
Charlotte’s Web by E.B. White is a heartwarming story all about the importance of cherished memories as it traces the relationship
a fond farewell to staff and students moving on to their next adventures, this month’s theme is Memories
between a pig named Wilbur and his friend, Charlotte, a spider. Ideal for both young and old readers, the book reflects on the last impact of positive memories and how they can shape one’s future.
Another excellent read on the topic of memories would, of course, be Tom’s Midnight Garden by Philippa Pearce. In this story, Tom is sent to stay with his aunt and uncle where he discovers a magical garden that only appears at midnight. As he makes friends with a girl named Hatty, Tom begins to realise the everlasting and nourishing power of nostalgia, finding comfort in these memorable experiences.
Gardens again lie at the heart of similarly classic text The Secret Garden, by Frances Hodgson Burnett. With orphaned protagonist Mary Lennox sent to stay with her uncle in a gloomy mansion, she also discovers a hidden garden. This one though had been neglected and she brings it lovingly back to life. Reflecting on the wonderful transformation of the garden and herself, Mary is empowered by the positive memories of this journey.
Rooftoppers by Katherine Rundell
Everyone tells Sophie that she was orphaned in a shipwreck. However Sophie has a strong suspicion that this is not true. When she is threatened with being sent to an orphanage, Sophie flees from the authorities to the rooftops of Paris! Here she meets Matteo and his network of rooftop-dwelling urchins, and together they race across the rooftops in search of Sophie’s mother, defying the odds and never giving up hope. ‘Rooftoppers’ is a classic adventure story about pursuing your dreams and never ignoring a possibility.
Anna Cargill, 9J
The Future of Another Timeline by Annalee Newitz
The Future of Another Timeline is a great book about a feminist group that tries to make the future better for women by changing the past. This book’s main timeline is set in 1992 and 2022 but they are constantly travelling back in time making small edits in the past which can make huge changes in their present time and the memories they have. The book starts off with two best friends Tess and Beth becoming increasingly violent toward abusive men and while Beth wants to keep killing, Tess thinks there is a better way. Tess dedicates her life to making the world better through time travel.
Time Traveller’s Wife by Audrey Niffenegger
disappearing and reappearing who knows where.
Danny Nason, English Teacher
Never Let Me Go/The Remains of the Day by Kazuo Ishiguro
I’m always reluctant when asked about ‘favourite’ anythings as I find it hard to decide definitively which meal or movies or albums are my absolute ‘favourites’ of all time. However, a name I consistently answer when asked about my favourite author is Kazuo Ishiguro. Typically, I couldn’t decide which of his novels was my ‘favourite’ so I’ve gone for two. Across his Body of Work, Ishiguro is primarily concerned with memory and the ways in which our memories both shape us and haunt us or the ways in which our memories are often unreliable and deceptive. Ishiguro is a master of first-person perspective and these two novelsone a meditation on class and duty, the other a poignant, heart-wrenching story about childhood and friendshiphave provided me with some of my favourite reading memories of all time.
The Memory Police - Unlike the previous two, this is not really a ‘favourite’ book of mine but it is one that immediately came to mind for this month’s theme. A Japanese novel set in a dystopian future in which objects- and people’s memories of those objects- are gradually disappearing, Ogawa’s novel is an allegorical study of state control and the ways in which a passive, compliant people allow them selves to be controlled.
The Time Traveler’s Wife is an inspiring love story about Clare and Henry. They initially meet when Clare is six and Henry is thirty-six but they meet again at a similar age because, as the title suggests, Henry is a time traveller! They later get married but struggle to live a normal life because Henry has a strange condition where his genetic clock often resets, pulling him into either the past or the future, leaving Clare alone with nothing but her memories This book covers the struggles of modern day life along with the added struggle of constantly
Another Ogawa novel - The Housekeeper & The Professor, is also a powerful story about the fickleness of memory. It’s about a genius mathematics professor whose memory resets each day and the housekeeper whose daunting task it is to look after him. It’s also really short for those looking for a quick read!
One Hundred Years Of Solitude by Gabriel Garcia Marquez- “Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice.” One of the best-ever opening lines launches this Colombian classic in which memory plays a key part.
I read this when I was in Year 13 so, ironically, I don’t remember it that well anymore. Time for a re-read!
Last week, we had the privilege of inviting our community to the theatre to celebrate the achievements of our student athletes over the last 12 months.
Sports play a significant role in the curricular and extra-curricular lives of our students and this event offers an opportunity to celebrate our graduating senior students whilst offering the chance for our younger athletes to aspire towards the achievements of their peers.
Central to the celebration are the Blues awards which highlight students with exceptional organisational skills to balance their academic endeavours in senior studies with a consistent and healthy approach to sporting participation. Honouring these students who in both Year 11 and 13, manage their time in order to compete at the highest level of school sport in the region, reaffirms our belief that our programmes really do help students reach their potential.
Alongside these awards, we were able to celebrate several other categories:
• National Flag Winner – For students who have won a national title or competed for their national team.
• SEASAC Team Champions- For students involved in winning a SEASAC title, the top school sport accolade.
• Seasonal Awards- For students highlighted by their coaches as either MVP, MIP or Tiger Spirit awardee.
Celebrating with more than 250 students plus a further 200 parents, this was a true reflection of the passion in our community for the wonderful opportunities sport represents as well as the skills learnt during a student’s sporting career.
We will celebrate our seasonal sports winners at the conclusion of the year once we can cover Season 4 too, but here you can view the winners of the key awards for this academic year.
If you have any areas of technology you would like me to talk about in these videos then please add a comment in the video or contact me directly on brta@patana.ac.th.
Timestamps
0:00 #1 Distraction Free YouTube extension in your browser DF Tube (Distraction Free for YouTube™) (google.com)
Have a great weekend!
Brian Taylor
Assistant Principal, Technology for Learning
Ithinknow is a great time to discuss one of the most omnipresent groups of mammals in Thailand; a group that virtually every visitor to the Kingdom has had some encounter with. Today’s focus is the Macaque.
Most people simply call macaques ‘monkeys’, but to a zoologist, a macaque is a specific genus of primate, genus Macaca, an Old-World group of primates that commonly found associated in and around human societies. Macaques have always been a group of interest for me over the years and I have managed to see nearly twothirds of the world’s 23 extant species. And did you know that Thailand is home to six species?
I suspect that most of my readers have come across at least three species during normal family trips to places around Thailand. If you have come across macaques in large numbers in and around temples or mangroves in Thailand, odds are you have seen the infamous Longtailed or Crab-eating Macaques. They are often extremely aggressive and can not be trusted at all. They will rob you blind if you let them! And these are the ones that are wreaking havoc in Lopburi where two to three gangs of hundreds have basically taken over the city center. And recently this species has been documented using stone tools!
The other species that is most likely seen by our school community will be the Northern Pig-tailed Macaque that
are very easily seen in places like Khao Yai National Park. They are equally aggressive as their Long-tailed cousins, but they tend to be quite a bit larger. And they have spectacular compliment of fangs to add to the intimidation factor!
The third species that anyone who has road-tripped in the south will be familiar with is the Southern Pig-tailed Macaque. They are very often seen clinging to the back bars of a coconut truck that is transporting them to and from “job sites” where they help their human family pick the high-up coconuts. This a controversial practice that seems to be rarer and rarer every year.
Now the other three, while not being rare by any means, are often only seen by travellers in the right places. Rhesus Macaques, although very common in Asia in general, are only seen in a few locations in Thailand, namely in Loei Province and adjacent areas where pure-breeding populations still hang on around certain temples. The same can be said about Assamese Macaques which are quite difficult to see unless you go to certain spots in Phitsanulok Province.
My personal favourite however is the Stump-tailed Macaque, which is most often seen in large groups in Kaeng Krachan National Park and surrounding areas. Their blood-red faces and giant bellies make them stand out as one of the least attractive but still loveable monkeys of all!
StUmP-tailed macaQUe
21st February, Precious Plastics Club visited the Precious Plastic Bangkok recycling centre to understand the process of recycling bottle caps to be made into products.
Precious Plastic is a worldwide organisation that has helped raise awareness of plastic pollution and reduce plastic waste. Precious Plastic started in 2013, and is now located in several countries across the globe. Our Bangkok Patana club started in August 2023, where we aim to raise awareness of plastic pollution by collecting bottle caps from students and staff.
During February, our team visited the main recycling centre in Thailand, called FREC Bangkok. We had brought bottle caps that were collected at school, and donated them to Precious Plastic Bangkok. The managers gave us an orientation of each process of the recycling process. They told us that Precious Plastic collects two types of plastic; number 2 plastic which are the typical bottle caps, and number 5 plastic which are the plastic used in containers.
They gave us an amazing opportunity to make plant pots out of the bottle caps, and it was a phenomenal experience! We first used the shredding machine to shred the plastic into small bits, then the shredded plastic was moved to a machine where it would melt the plastic. This is when we had to create the shape of the plant pot since the plastic was melted. It was such a fun experience, and we will definitely be going back again, this time inviting you, when the bottle cap collection is full again! We had also purchased some products from Precious Plastic which we will use to sell at the Impact Fair on 31st May.
We will continue to raise awareness on plastic pollution because it is a big issue with marine animals. It is important that students know how big an issue plastic is and that by recycling plastic, we are helping the environment.
For further information, explore the @preciousplastic_ bps Instagram account!
This week, Year 5 students were visited by A&K Philanthropy, an organisation dedicated to providing safe water to communities in Cambodia by building water wells. These wells serve one to three families each, transforming their daily lives. Jean Baptiste, the presenter, highlighted the significant impact of these wells.
Just last week, Year 5 students virtually met author Catherine Barr, who shared a startling fact: around 33 million fewer girls attend school globally compared to boys, mainly because they spend their days collecting water from distant sources. This stark reality underscored the importance of A&K Philanthropy’s work and connected directly to the students’ current unit on water, exploring the question, “How can we ensure all communities have access to safe water?”
The students engaged with Jean Baptiste, asking mature and insightful questions such as, “How deep do you have to dig to find water in Cambodia?” and “What are the environmental impacts of extracting water from the ground this way?”
Inspired by this call to action, Year 5 students are determined to make a difference. They have learned that each well costs around THB 15,000 and are aiming to fund at least 10 wells. In the coming weeks, students and teachers will brainstorm and implement fundraising initiatives to support this cause, embodying the principles of Global Citizenship in a tangible way.
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Abig congratulations to the following students who represented Bangkok Patana at the Anglo Singapore International School Open Chess Tournament on Sunday, 26th May, which drew almost 200 students. Our chess players finished 2nd in the Top Finishers Category, and 1st overall as Top Performing School.
Participants included: Dhruv Agarwal (Y6), Pax Balankura (Y6), Troy Chalermsook (Y5), Aiden Choi (Y5), Evie Choi (Y4), Ryan Du (Y1), Milo Huang (Y4), Caden Kong (Y3), Mintr Leeswadtrakul (Y6), RouRou Leng (Y2), Leah Leung (Y6), Luke Mahadumrongkul (Y3), Leslie Muchen (Y1), Nicky Nithiping (Y1), Tee Pitaneelaboot (Y6), Elwyn Vergara (Y3), Ellie Verma (Y2), and Alisha Zhu (Y1).
Medalists included:
Alsha Zhu (4th runner up, U6 Girls Category)
Ellie Verma (2nd runner up, U8 Girls Category)
Evie Choi (Champion, U10 Girls Category)
Leah Leung (Champion, U12 Girls Category)
Milo Huang (Champion, U12 Open Category)
A great job to everyone who participated!
BMXers describe themselves as belonging to a community. It’s an often mis-used word, but not in this case. For example, BMXers won’t shop for bike parts at a store that’s not ‘rider owned’ because they want their money to support someone who, like them, has a commitment to the scene and who rides every day. In turn, those shops buy their stock from a distributor or ‘distro’. Thailand has very few distros and so getting parts from well-respected BMX companies can be tough. However, BMX Direct Thailand, based in Bangkok, have been supporting the scene for
over a decade. They sell parts to rider owned stores, of course, but do do much more than that. For example, by organizing ‘jams’ where riders from all over Thailand descend on a location to ride, they keep the riders on the scene connected. In addition, they recently released a series of short interviews with people they think are helping to grow the BMX community here in Thailand. Much to his surprise, Patana History teacher Rod Fountain was asked to take part! If you’d like to see the short interview, here it is. https://youtu.be/5CJxwL_J7oI
Congratulations Teera Sritrakul, Dalila Tung and Nathaniel Do from 5L for winning the First place for debate and Second place overall. Teera won the First place for individual overall among all candidates. They are now qualified to compete in the Global round.
Congratulation Win Korphaibool, 7S on your winning poster advertising for The Hub and the Secondary Counselling Team.
