Issue 5 PD Transformers

19

PD TRANSFORMERS Read to find out about the assessment practices at Chua Chu Kang Primary School and Teck Whye Secondary School!

20

COVID-19 has changed the face of education. It has resulted in changes to learning environments, with remote and blended learning fast becoming the norm.

Such changes are likely to impact students' learning progress. This has created a stronger need for educators to have good mastery of assessment literacy to better evaluate and monitor their students' learning.

21

The Formative Feedback Cycle

At Chua Chu Kang Primary School, the formative feedback cycle is used to support student learning processes and address learning gaps.

Teacher explains and clarifies standards

Student applies feedback and improves

Student works on task

Teacher provides feedback Teacher checks that student understands feedback

22

How does the school ensure that teachers are competent in using the formative feedback cycle?

New teachers are trained in the school's feedback practice, as part of the school mentoring programme Teachers' feedback and students' follow-up on the feedback are shared across levels within departments during department meetings Lesson observations and file checks are conducted to ensure feedback practice is in place and consistent Teachers who demonstrate effective written and verbal feedback practices share their good practices at professional development platforms, open classroom lessons and the school's learning festival

What are some challenges involved in using the formative feedback cycle and how have they been overcome?

Challenges Getting teachers to shift their mindset about customising marking to meet the learning needs of different ability groups, as compared to a one-size-fits-all practice Teachers found the new practice of providing feedback more time consuming

Solutions A task force consisting of teacher representatives from different departments and role profiles was formed to spearhead the move Bite-sized training on feedback strategies was conducted so that it is manageable Feedback was given based on focused areas to ensure quality rather than quantity Sharing of good feedback practices using authentic students' work boosted teachers' confidence and promoted greater buy-in

23

Teck Whye Secondary School adopts an integrative approach to embed formative assessment in their curriculum practices.

This involves continuously: Equipping staff in improving pedagogical practices to integrate formative assessment in the classroom Building or refining structures to enable timely and evidencebased implementation and review of assessment practices Harnessing the effective use of technological tools.

For example, SLS and Google classroom for understanding and clarifying learning intentions.

Google Jam Board and Coggle to consolidate learning individually and Flipgrid, Google sites to facilitate peer sharing and feedback.

24

How are staff equipped to integrate formative assessment in their pedagogical practices?

25

What structures are in place to enable implementation and review?

Some departments trialed the use of selected formative assessment strategies before implementing them across the levels.

Formative assessment strategies were customised according to the learning needs and development of students across levels and classes. Some of the processes include teachers working with students to set higher learning goals, regular teacher and peer feedback, as well as student reflection.

With FSBB, the school will be looking at assessment within a differentiated learning environment. This includes designing common assessment for different student profiles and readiness levels, e.g., using different products to achieve same learning outcomes.

Through PLTs, teachers were able to discuss and evaluate the use of various formative assessment strategies to continually deepen their learning to ensure sustainability in their practices.

Termly reviews by IP HODs, Year Heads and teachers to review teaching and learning, as well as examine the use of formative assessment strategies to assess the effectiveness and discuss interventions strategies.