Looking at students' work

1. Looking at students' work By Christine LAU Chai Wan Kok Catholic Primary School (AM) Tel: 2490-3490

2. Improvement Implementation INSIDE the classroom (peer lesson observation -> reflection -> further adaptation) Assessment for learning through observation an/or analyzing students’ work + follow-up Why? Curriculum planning + material design

3. When? Every day? Once a term? Once a year? Too late? Too frequent? How to strike a balance?

4. How? Quantitative analysis? All parts? Selected parts only? Qualitative analysis? Both? NO prescribed mode Primary concern: Looking for patterns in students’ work and understanding why the students make mistakes (Misconception? Laziness? Carelessness? Not taught before? Lack of input? Infrequent practice / recycling? …)

5. What is the attainment target? Is it handy? Is it manageable? What is the priority? What should be the focus? What can be the effect on new learning? What NEXT? • Re-teaching / re-cycling in the next module • Careful scaffolding • Change in teaching strategies • Designing worksheets etc. Be specific, explicit and clear

6. Answering yes/no questions

12. Some students fail to give their short answers using the correct auxiliary verbs

13. Four steps in giving short answers to yes/no questions • Determine whether the answer should be “Yes” or “No”. • Write down the subject pronoun. • Copy the auxiliary verb directly from the question. • If the answer is “No”, add “not” (i.e. negation) right after the auxiliary verb (and produce an abbreviated form). • e.g. DoAnn and Sam like reading poems? • Yes,… • Yes, they… • Yes, they do. • No, they do not. (=> No, they don’t.)

14. Answering open-ended questions

15. 1st Term Test 1 (October 03)

17. Open-ended question

20. The question “What do you think of …?” has been introduced in the lessons before and is used 3 times in this test. About half of the students can describe people’s character appropriately though the rest show very little understanding of the questions. • Less than half of the students can give appropriate answer to the last question which is open-ended. Most of them like “Tom” most.

21. An activity sheet is designed so that students can practise using different adjectives to describe people’s character. An open-ended question is also included in the worksheet.

22. 1st Term Test 2 (November 03)

23. Open-ended questions

29. Teachers continue to add in 2 open-ended questions, Q6 & Q7, in Part I (Reading Comprehension) of the Test Paper. This time, more than half of the students can provide appropriate answers. There is slight improvement compared to Test 1.

30. 1st Term Exam (January 04)

31. Open-ended question

33. Most students can give appropriate answers for the last question which is not direct lifting

34. 2nd Term Test 3 (March 04)

35. Open-ended question

40. 2nd Term Test 4 (May 04)

42. There are three open-ended questions out of six.

43. Q4: Which child do you like best? Why? • I like Sue best because she is nice. • I like Tom best because he is hardworking and good boy. • I like Sue best because she is helpful. • I like Charlie best because I like play football too. I like David best because happy boy. • I like Tom best because good bay. • I like Tom best because she is hard work. • I like Ann best because she likes read a book. She is a good girl. • I like May best because she read a book. (describing the fact only) • I like Ann best because she on Monday, Tuesday and Friday read a book. (trying to emphasize but failing to infer) • I like David best because he is happy. I like Sue best because she is clever. (not relevant) • I like David best because he is starg (i.e.strong). (not relevant)

44. Q5: When do you watch TV? • I watch TV at five o’clock in the afternoon. • I watch TV at half past three in the afternoon. • I watch TV on Sunday. • I watch TV on Sunday afternoon. • I watch TV everyday. • She watch TV on Monday. • Yes, I am. • May.

45. 2nd Term Exam (June 04)

47. Open-ended questions