English Language Assessment

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Group 11-12 and rename it 'English Language Assessment'

IdEa@work 11: It’s a TOS up!
Name of Team
English Department
Title of Project
It’s a TOS up!
Facilitator
Sandra Teng
Team Leader
Irene Tan
Secretary
Siva Koh
Members
Department members
Initiated on (date)
Nov 2017
Completion date
Jan 2018
Objectives / Targets
·      To review the department’s summative assessment plan across levels
·      To address some of the misalignments identified – e.g. Writing (paper 1) and Literary Response (paper 1)
Implementation Process
·        Review O-Level English Language and A-Level General Paper assessment and requirements from which we take our bearings, yet bearing in mind our IP curriculum
·        Mapped Sec 1 to 3, Sec 4 for spiraling of skills
·        Department sharing and training (Jan 2018)
·        Implementation at MY and EOY exams

Rationale for changes:
·        Sec 1-2 Editing, as a writing skill, shifted from Paper 2 (Reading Compre) to Paper 1 (Writing)
·        Literary Response delinked from Paper 1 (Writing) and assessed as new Paper 3: to keep Paper 1 free of distractions from the literary text (ideas, vocabulary)
·        Summary content and language marks aligned to revised O and A level practice (8 content marks)
·        Summary writing word limit adjusted with spiraling from lower secondary to Sec 3 to Sec 4
·        Paper 2 short questions mark allocation adjusted to bring about consistency across Sec 1 to 3
·        Duration of the paper adjusted to reflect the reduced number of marks.
·        Sec 4 Paper 1 and 2 have mark distribution close to A-Level GP: rubrics scaled down from A-Level to set realistic standards at Sec 4. Essay questions, choice of passage and expectations scaled to Sec 4 standards according to Department Scope and Sequence
Extent of Improvement/
Targets met
·         Greater alignment against national standards without compromising our NYGH IP Language Arts curriculum
·         Spiraling of skills and attainment more visibly represented
·         Tighter compliance to department assessment


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IdEa@work 12: SOLO rubrics
Name of Team
English Department
Title of Project
SOLO rubrics
Facilitator
Sandra Teng
Team Leader
Irene Tan
Secretary
--
Members
Department members
Initiated on (date)
Dec 2017
Completion date
Apr 2018
Objectives / Targets
·      To review department’s writing assessment rubrics across levels
·      To align standards to revised Scope and Sequence and TOS
·      To better understand the breakdown and build up (layering) of skills for writing

Sec 1 – 3 Free Writing Rubric
Sec 4 Essay Rubric
Sec 4 Application Question Rubric
Implementation Process
·        Revisit principles of SOLO Taxonomy
·        Analyse existing rubrics for standards and design
·        Draft and revise rubrics based on SOLO principles with advice from NIE assessment expert
·        Test pilot using past student essays
·        Workshop teachers: Dr Tay Hui Yong on SOLO taxonomy and design of rubrics
·        Level on-the-job PD
Extent of Improvement/
Targets met
·         SOLO taxonomy to inform teachers of the teaching of skills that build one on another – better chance of the enactment in the classroom
·         Spiraling of skills and attainment more visibly represented – Sec 3 expectation is higher than that of Lower Sec; Sec 4 standards builds on Sec 3 attainment, yet not at A-Level (JC2) level
·         Students can better see the developmental stages of this analytical rubric
·         Ease of use for standardization of marking, and more importantly in formative assessment and feedback to students.

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