Primary Education Review and Implementation (PERI) Holistic Assessment (HA) for P3 & P4

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1 P3 & P4 Other Assessment Information 2017 Primary Education Review and Implementation (PERI) Holistic Assessment (HA) for P3 & P4 1 2 Goals of PERI Holistic Assessment (HA) for P3 & P4 Holistic Assessment for P3 & P4 Enabling our children to be: confident persons able to work well in teams able to communicate their thoughts and ideas effectively SA1 at mid year SA2 at the end of the year Range of bite-sized forms of assessment throughout the year 3 4

2 Holistic Assessment for P3 & P4 Assessment is part of learning Examples of Bite-sized forms of assessment Story Telling Mini Test (Selected topics) Science Performance Tasks Aim: to provide our pupils with more opportunities to experience success and build their confidence and desire to learn. 5 6 Holistic Assessment for P3 & P4 Holistic Assessment for P3 & P4 Quantitative feedback (grades and marks) Qualitative feedback (checklists and rubrics) to help your child learn about his/her strengths, weaknesses and steps he/she can take to improve his/her learning Information about your child s progress will be made possible via: E- progress card Holistic Development Profile 7 8

3 Holistic Assessment for P3 & P4 E- progress card You will be informed about your child s performance via online rubrics and checklists through MConline portal 9 10 Holistic Assessment Holistic Development Profile (HDP) It reflects records of assessment information and summarized achievement information. Examples: Subject marks/grades, CCA remarks, VIA involvement, Personal qualities and Pupil s strengths 11 12

4 School Assessments for English Primary 3 and 4 Refer to: Letter to Parents dated 11 January 2017 Annex B Assessment Plan Page 4 Primary 3 and 4 STELLAR Programme EL Paper 1 (P3 & P4) ORAL (P3 & P4) *Reading-any text-type: announcement / instructional text / recount *Stimulus-based Conversation Listening Comprehension *Picture Matching: Choose the picture that matches the description *Note-taking - any text-type *Listening Comprehension (Listen to a text and answer the questions that follows MCQ) *Composition Total 6 marks 10 marks 14 marks 20 marks 50 marks 15 * Reading aloud (6 marks) To assess the ability to read aloud a given text with fluency, correct pronunciation and appropriate stress and intonation to suit purpose, audience and context. * Stimulus-based conversation 10 marks To assess the ability to describe and interpret a picture. 16

5 Composition (P3 & P4) To assess the ability to write: - legibly, coherently and cohesively; - narrative/personal recounts based on a given structure to suit the purpose, audience and context. Total of 20 marks Level P3 P4 Composition Type Picture AND Situation with Outline (revised format) Picture AND Situation with Outline (revised format) English Paper 2 Primary 3 English Paper 2 Primary 4 Vocabulary MCQ Grammar MCQ Grammar Cloze Vocabulary Cloze Sentence Combining Comprehension (MCQ) Comprehension (OE) Total 6 marks 8 marks 8 marks 8 marks 4 marks 8 marks 8 marks 50 marks Vocabulary MCQ Grammar MCQ Grammar Cloze Vocabulary Cloze Sentence Combining Comprehension Passage A Comprehension Passage B Total 6 marks 8 marks 8 marks 4 marks 4 marks 10 marks 10 marks 50 marks Duration of Exam : 1 h 15 min 19 Duration of Exam : 1 h 15 min 20

6 Other alternative assessments P3 Spelling : Select scores of 4 best Spelling in Semester 1 Text-Type Writing: s Storytelling in Class Tell any story within 5-10 minutes Other alternative assessments P4 Spelling : Select scores of 4 best Spelling in Semester 1 Text-Type Writing: s & Diary Entries Storytelling in Class Tell any story within 5-10 minutes Writing Portfolio: Select scores of 2 best compositions (1 of them to be completed in class. Discussions to be done.) How to prepare your child for the written examination Unit Worksheets Other supplementary worksheets Grammar Handbook for Primary 3 & 4 Test Papers Encourage your child to READ Mathematics 23 24

7 School Assessments for Math Primary 3 and 4 Primary 3 Format for Semestral Assessments 1 and 2 Refer to: Letter to Parents dated 11 January 2017 Annex B Assessment Plan Page 4 Marks Section A 15 2-mark Multiple Choice Questions 30 Section B 10 1-mark Short Answer Questions mark Short Answer Questions Section C 5 4-mark Long Answer Questions 20 Total 40 (Number of Questions) 80 Duration: 1 hour 45 minutes Primary 4 Format for Semestral Assessments 1 and 2 Primary 3 and 4 Format for Mini-test (Term 3) Marks Section A 20 2-mark Multiple Choice Questions 40 Section B 20 2-mark Short Answer Questions 40 Section C 5 4-mark Long Answer Questions 20 Total 45 (Number of questions) 100 Duration: 1 hour 45 minutes Marks Section A 5 2-mark Multiple Choice Questions 10 Section B 10 2-mark Short Answer Questions 20 Section C 5 4-mark Long Answer Questions 20 Total 20 (Number of questions) 50 Duration : 1 hour 27 28

8 Primary 3 and 4 Mini-tests Awarding of marks for Semestral Assessments Standard pencil and paper test Not as rigorous as the Semestral Assessments (based on selected topics) Important Notes: Method marks are given for Sections B (2-mark questions) and C word problems Pupils have to show working clearly to get their method marks, especially in Section C. It is not compulsory for pupils to draw models to solve word problems in exams. However, model drawing is an essential skill to master when the pupils progress to upper primary School Assessments for Science Primary 3 and 4 Refer to: Letter to Parents dated 11 January 2017 Annex B Assessment Plan Page

9 Format of P3 Written Assessment Format of P4 Written Assessment Term Assessment / Duration MCQ Format Open-Ended 1 NIL NIL NIL Term Assessment / Duration MCQ Format Open-Ended 1 NIL NIL NIL 2 SA1 (1hr 15min) 20qns x 2m (40m) 3 4qns (10m) 2 SA1 (1hr 30min) 30qns x 2m (60m) 5 8qns (20m) 3 HA2 (Test) (1hr 15min) 25qns x 2m (50m) 4 5qns (10m) 3 HA2 (Test) (1hr 45min) 30qns x 2m (60m) 14qns (40m) 4 SA2 (1hr 30min) 30qns x 2m (60m) 8 10qns (20m) 4 SA2 (1hr 45min) 30qns x 2m (60m) 14qns (40m) Syllabus Content Themes & Topics Across Levels Assessment Topics Primary 3 Level P3 P4 Theme (LowerBlock 2014 Syllabus) Diversity Systems Interactions (LowerBlock 2014 Syllabus) Cycles Energy Interactions (notes will be provided) Assessment Type Topics SA1 Diversity Chapter 1 5 Interactions Chapter 1 HA2 (Test) Diversity Chapter 1 5 Interactions Chapter 1 & 2 Systems Chapter 1 SA2 Diversity Chapter 1 5 Interactions Chapter 1 & 2 Systems Chapter 1 & 2

10 Format of Holistic Assessment Primary 3 Assessment Topics Primary 4 Assessment Type Performance Task 1 Performance Task 2 Skills / Topics Tested Skills: Observing, Classifying Topics: Diversity Skills: Comparing, Classifying and Evaluating Topics: Diversity & Interactions Assessment Type Topics SA1 Diversity Chapter 1 5 Systems Chapter 1 & 2 Cycles Chapter 3 only Energy Chapter 1 & 2 Interactions Chapter 1 HA2 (Test) Diversity Chapter 1 5 Systems Chapter 1 & 2 Cycles Chapter 1 & 3 only Energy Chapter 1 & 2 Interactions Chapter 1 & 2 SA2 Diversity Chapter 1 5 Systems Chapter 1 & 2 Cycles Chapter 1 3 Energy Chapter 1 & 2 Interactions Chapter 1 & 2 Format of Holistic Assessment Primary 4 Assessment Type Performance Task 1 Performance Task 2 Skills / Themes Tested Skills: Measuring and Using apparatus Topics: Cycles Chapter 3 Energy Chapter 2 (Updated) Skills: Comparing and Evaluating Topics: Interactions Chapter 1 & 2 40

11 School Assessments for Mother Tongue Primary 3 and 4 P3 and P4 Mother Tongue Exam Format Refer to: Letter to Parents dated 11 January 2017 Annex B Assessment Plan Page 4 TERM 1 TERM 2 TERM 3 TERM 4 NIL SA1 Oral (30 Marks) Listening Comprehension (10 Marks) Paper 1 (15 Marks) Paper 2 (45 Marks) HA2 *Topical Conversation (10 Marks) *Composition Writing (15 Marks) SA2 Oral ( 30 Marks) Listening Comprehension (10 Marks) Paper 1 (15 Marks) Paper 2 (45 Marks) Higher Mother Tongue AT PSLE : Pupils in the top 30% of the PSLE cohort who take Higher Chinese at PSLE will be given bonus points for admission into the SAP schools Pupils may opt to take up Higher Mother Tongue from Secondary 1 onwards if they are in the : Higher Mother Tongue Top 10% of the PSLE cohort OR Top 11% - 30% of the PSLE cohort AND Meet the language criteria i.e. an A* grade in MTL at least a Merit in HMTL

12 School Assessments for Mother Tongue Primary 3 Primary 3 & 4 Higher Chinese Language The offering of Higher Chinese at the Primary 3 will be based on your child s academic performance (by subjects) at the end of Primary 2. There is 1 Higher Chinese Class for Primary 3 & Primary 4. Pupils taking P3 Higher Chinese will have to stay back after school ( 1hr/week ) for Higher Chinese lesson. School Assessments for Mother Tongue Primary 4 Primary 3 & 4 Higher Chinese Language Pupils who took Higher Chinese in Primary 3 will not be emplaced into Higher Chinese in Primary 4 automatically. The offering of Higher Chinese at the Primary 4 will be based on your child s academic performance (by subjects) at the end of Primary At the end of P4: At the end of P5: Based on the pupil s academic records and school s assessment of the pupil, the school will recommend 4 Standard 1 Higher Mother Tongue (4S1H) subject combination to identified pupils at Primary 5 level. Pupils taking P5 Higher Mother Tongue will have to stay back after school ( 1hr/week ) for Higher Mother Tongue lesson. The school will make the final decision on the pupil s subject combination based on his/her academic records and school s assessment of the pupil

13 Subject-based Banding Why introduce Subject-based Banding? NURTURING EVERY CHILD Every child will be encouraged to do the subjects at the levels that best meet his abilities To provide more flexibility to pupils with strengths and abilities that vary across subjects To encourage greater interaction among pupils with different strengths 50 Why introduce Subject-based Banding? We recognise different abilities... and help each student to proceed at a pace that he can manage. Mr Tharman Shanmugaratnam (former Minister of Education, 2003 to 2008) How does Subject-based Banding work? After P4 SA2, the school will recommend a subject combination based on your child s P4 year-end combined results. Parents will select the preferred combination. The school will continue to monitor and review your child s progress in his/her subject combination when your child is in P5. After P5 SA2, there may be some changes to your child s subject combination based on his/her performance. The school will make the final decision on your child s subject combination for P6 at the end of P

14 How does Subject-based Banding work? Pupils who cannot cope with their subject combinations Switch some subjects to Foundation Level Pupils who can cope with their subject combinations Continue with the same subject combination 53 Combination 4S1H (4 Standard 1 Higher Mother Tongue) 4S (4 Standard)- Majority of the students 4F (4 Foundation) 1S (MT) 3F (1 Standard Mother Tongue 3 Foundation) 3S (3 Standard) 3F (3 Foundation) Primary 4 SBB Criteria Band 1 for Mother Tongue Band 1 for English, Math & Science Band 2 or 3 for English, Math, Science & Mother Tongue Band 4 for English, Math, Science & Mother Tongue Band 3 for Mother Tongue Band 4 for English, Math & Science Band 3 for English, Math & Science Exemption from Mother Tongue with Approval from MOE Band 4 for English, Math & Science Exemption from Mother Tongue with Approval from MOE 54 55