Implementing Changes: from assessment to teaching and learning; from teachers to students

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Implementing Changesfrom assessment to teaching
and learning from teachers to students

• Kings College Old Boys Association Primary
  School
• 4th July, 2009

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What kinds of changes have taken place at KCOBAPS?
What did teachers do to bring about the changes?
How effective are the changes?
What do I need to do in order to bring about
changes in my school?
How can the experience of KCOBAPS be related to
that of my own school?
How can the effects of change be sustained
effectively?
Are there any tips for implementing changes?
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What kinds of change have taken place at KCOBAPS ?
How effective are these changes ?
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Key strategies adopted
in the process of change
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Two years ago
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Old Paper Set
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School-based workshop
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School-based workshop
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Assessing grammar in a less mechanical way
More emphasis on assessment of reading
Assessing students generic skills
Adding a wider variety of questions
Setting questions with clearer assessment focus
New Paper Set
Setting more differentiating questions
Setting clearer marking criteria
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Adding a wider variety of question types
Question type Mark allocation (Old paper) Mark allocation (New paper)
Multiple choice 12 16
Fill in the blanks 60 16
Short questions 8 22
Model writing 20 18
Vocabulary / labeling N.A. 4
Dialogue completion N.A. 16
Matching N.A. 4
Punctuation N.A. 4
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Assessing grammar in a less mechanical way
mixed with reading
contextualised
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More emphasis on assessment of reading skills in
different text-types
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Focussed on reading skills rather than content
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Assessing students generic skills
Creativity
Creativity Critical thinking
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Assessing students generic skills (contd)
Problem-solving Critical thinking
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Setting more differentiating questions
No, she doesnt.
Yes, she does.
No, they dont.
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Setting more differentiating questions
Mary
Ann is reading.
They are playing with their cars.
No, it isnt.
No, she isnt.
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Setting more differentiating questions clear
marking criteria
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Analysing assessment data
Something needs to be done in reading?
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Giving constructive feedback using assessment
data
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• Reading exercise
• book was abolished
• in the previous year
• for this cohort

Weaknesses
Explicit teaching of reading skills is needed Weak in problem-solving and critical-thinking Rare use of different options to help diagnose students weaknesses Less satisfactory performance in longer texts Exposure to a variety of text-types needed
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Improving reading among students
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Placing more emphasis on reading in assessment
Using I.T. to enhance teaching learning
Improving classroom teaching
Reviewing and revising curriculum plans
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Reviewing and revising curriculum plans
Text-types that need to be added
Cartoons and comics Coupons Expositions Notices Product information Directories Instructions Advertisements
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Progression of text-type coverage
P2 1st term P2 2nd term P3 1st term P3 2nd term
Stories Charts Dialogues Tables Poems Conversations Notes Forms Signs Tongue twisters Maps Stories Diaries Chants Conversations Coupons Menus Recipes Lists Personal letters Time-tables Personal recounts Songs Tables Stories Poems Conversations Coupons Receipts Leaflets Captions Webpages Invitation cards Stories Tables Forms Time-tables Conversations Diaries Floor plans Shopping directories Notices Posters Postcards
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Reviewing and revising the curriculum plans
Reading skills
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Progression of reading skills coverage
P2 1st term P2 2nd term P3 1st term P3 2nd term
 Predict the content using the book covers, picture cues, prior knowledge and personal experience Get information about the reading materials from the book covers and tables of contents Find specific information in a short text Understand information from charts Fill in a table or a form with information from a reading text Read maps Recognize different signs Recognize repetitive language patterns Understand the functions of basic punctuation, e.g. ,, . Predict the content using the book covers, picture cues, prior knowledge and personal experience Get information about the reading materials from the book covers and tables of contents Find specific information in a short text Recognise repetitive language patterns Guess the meaning of unfamiliar words by recognizing contextual or pictorial cues Understand the functions of basic punctuation Follow instructions Understand the connection between ideas by identifying a small range of cohesive devices (and/but/or/too/use of pronouns) Guess the topic and the likely development of the topic by using personal experiences and knowledge of the world Predict the content using the book covers, picture cues, prior knowledge and personal experience get information about the reading materials from the book covers and tables of contents  recognise repetitive language patterns  understand the functions of basic punctuation guess the topic and the likely development of the topic by using personal experiences and knowledge of the world skim a text to obtain a general impression and the gist or main ideas get specific information from text identify key words for the main idea in a sentence Predict the content using the book covers, picture cues, prior knowledge and personal experience get information about the reading materials from the book covers and tables of contents (timetables, diaries, forms, stories) recognise repetitive language patterns (poems) understand the functions of basic punctuation especially and ! guess the topic and the likely development of the topic by using personal experiences and knowledge of the world get specific information from text use reference skills to understand text tell order of event understand different feelings predict likely development of a text
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Reviewing and revising the curriculum plans
Learning targets
To give expression to ones experience through
activities
To express preferences in making simple
arrange-ments with others for carrying out events
To recognise and solve simple problems in
particular situations
Self-manage- ment skills
Problem-solving skills
I.T. skills
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Using more interesting learning tasksto help
students develop their reading skills
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Introducing more text-types to studentsthrough
providing supplementary exercises
Coupon
Sales memo/ receipt
Poster
Shopping directory
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Using I.T. to enhance teaching and learning
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Covering more targeted reading skills in
assessment
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What has happened to the reading ability of the
students now?
B()
A()
E()
F()
G()
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Improving writing among students
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Inclusion of generic skills
Using more specific marking criteria
Using formative feedback
Reviewing and revising curriculum plans
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Progression of writing genres coverage
P2 1st term P2 2nd term P3 1st term P3 2nd term
Tables Reports Song lyrics Notes Describing favourite teachers Filling in forms Sentence writing about signs Filling in maps Writing about festivals Speech bubbles (ordering food) Dialogues Rhyming words in poems Shopping lists Letters Daily routine of someone Short stories Diaries Short descriptions Stories Leaflets Halloween writing Short descriptions Shape poems Short descriptions Song lyrics Creating an ending to picture description tasks Picture descriptions E-mails Diaries Stories
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Using formative feedback
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Introducing self and peer editing
Peer-checking progression table Peer-checking progression table Peer-checking progression table Peer-checking progression table
P2 1st term P2 2nd term P3 1st term P3 2nd term
Punctuation Capitalisation Punctuation Capitalisation Spelling Punctuation Capitalisation Spelling Agreement Punctuation Capitalisation Spelling Tenses
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Using more specific assessment criteria
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Inclusion of generic skills, e.g. creativity
Story writing
Poster design
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Bringing the important Messages to the
students And fostering home-school cooperation
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Using task books to spell out expectations and
criteria
Expected learning outcomes
Writing
Vocabulary
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Using task books to spell out expectations and
criteria
Reading and writing task
Phonics
Reading aloud
Self-evaluation
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Use of cover sheet in assessment to give
formative feedback
Assessment focuses
Bands of performance
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Spreading the practices in the panel
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Use of data to inform teaching and learning
among panel members
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Offering a lesson demonstration to raise
awareness among colleagues
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Professional dialogue within the panel
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Piloting initiatives
Formative feedback
Process writing
Task books
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What to learn from this experience
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Q A
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Thank You