By Adela CHUNG & Doreen CHEUNG
GCEPSA Kwun Tong Primary School
Tel: 2343-7343
Why?
Improvement
Curriculum planning + material design
Implementation INSIDE the classroom
(peer lesson observation -> reflection ->
further adaptation)
Assessment for learning through
observation an/or analyzing students’
work + follow-up
When?
Every day?
Once a
term?
Once a
year?
Too late? Too frequent? How to strike a balance?
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? …)
What NEXT?




Re-teaching / re-cycling in the next module
Careful scaffolding
Change in teaching strategies
Designing worksheets etc.
Be specific, explicit and clear
What is the attainment target?
Is it handy?
Is it manageable?
What should be the focus?
What is the priority?
What can be the effect on new learning?
Reading Comprehension
P.1 1st Term Test –
Part 3 (Reading Comprehension)
Marks distribution for Part 3 in Class 1C
3(comprehension)
0
4
1
2
3
21 out of 24
students
failed
9
4
5
6
3
7
8
9
5
10
11
12
1
14
15
1
18
1
Total No. of Students.
24
P.1
Term Test –
Part 3 (Reading Comprehension)
st
1
Finding
Students are very weak in comprehension.
Follow-up
1. Revisit the adjectives and parts of the body
in the next module (Animals in Funnyland)
2. Design some reading comprehension
exercises for students
Revisit the adjectives and parts of the body in the next module
(Animals in Funnyland)
P.1
Term Exam –
Part C (Reading Comprehension)
st
1
Marks distribution on comprehension in Class 1C
0
3
0.5
0
1
0
1.5
0
2
6
2.5
0
3
0
3.5
0
4
2
4.5
0
5
0
5.5
0
6
13
Total No. of Students
24
9 out of 24
students
failed
P.1
Term Exam –
Part C (Reading Comprehension)
st
1
Finding
Most learners tend to make assumption on the
possible answers by reading the first sentence in
each question, but fail to confirm their choice by
reading the rest of the given information.
Follow-up
More explicit teaching on this reading
strategy (assume -> check -> confirm)
in “Activity 2 – Animal riddles” of the
next module “My friend and I”
a) using powerpoint slides to
demonstrate how to eliminate the
possible answers
Animal riddle
b) Design some worksheets to help
students confirm their answers through
careful checking
Worksheet 1
Worksheet 2
P.1 2nd Term Test –
Part B (Reading Comprehension)
Marks distribution on comprehension in Class 1C
No. of Stu.
0
0.5
4
0
1
0
1.5
3
2
1
2.5
0
3
1
3.5
4
4
0
4.5
0
5
0
5.5
4
6
1
6.5
0
7
0
7.5
1
8
0
8.5
0
9
0
9.5
6
10
1
Total No.of Stu.
26
13 out of 26
students
failed
P.1 2nd Term Test –
Part B (Reading Comprehension)
Finding
• Most students use “a” instead of “an” for
“elephant”
• In general, improvement is shown in
comprehending longer texts and
eliminating the possible answers. In the
1st term test, most students simply gave
up and did not attempt at all.
Follow-up
Teacher helps students revisit the reading skills
in “Activity 4 – fruit riddles” of the module “How
powerful I am” through:
– the use of PowerPoint slides (to show the
steps of working out the answers by
elimination)
– designing a worksheet to help students work
out the answers of the fruit riddles by
elimination.
– emphasizing the use of “a/an” when
presenting the fruit riddles (e.g. an apple, an
orange)
Guided Writing
P.1 1st Term Test –
Part 4A (Guided Writing)
Marks distribution for Part 4 in Class 1C
4A(Writing)
0
4
1
2
1
3
4
5
1
6
3
7
2
8
1
9
4
10
3
11
12
3
14
2
15
18
Total No.of Students.
24
11 out of 24
students
failed
P.1 1st Term Test –
Part 4A (Guided Writing)
Finding Most students fail to describe the
objects with the use of adjectives
Follow-up 1.More emphasis on writing in
the next module
“Funnyland”
2.More classroom activities
on writing (group work)
P.1 1st Term Exam –
Part I (Guided Writing)
Marks distribution for Part I in Class 1C
5
2
5.5
0
6
0
6.5
0
7
1
7.5
0
8
0
8.5
0
9
1
9.5
0
10
0
10.5
0
11
5
11.5
0
12
1
12.5
0
13
4
13.5
0
14
7
14.5
0
15
3
15.5
16
24
3 out of 24
students
failed
P.1 1st Term Exam –
Part I (Guided Writing)
Finding
Most students can write according to the
model given. Some students forget the
article though it is given in the model.
Follow-up
1. More writing activities in the next
module “My friend and I”
2. More emphases on the following in
the classroom activities:
a)Pair work
b)Self corrections
Follow-up after
teaching
P.1 2nd Term Test –
Part D (Guided Writing)
Marks distribution for Part D in Class 1C
0
5
0.5
0
1
0
1.5
2
2
1
2.5
1
3
0
3.5
2
4
0
4.5
0
5
0
5.5
2
6
1
6.5
0
7
0
7.5
3
8
1
8.5
1
9
2
9.5
1
10
2
10.5
2
11
1
11.5
0
12
0
13 out of 24
students
failed
P.1 2nd Term Test –
Part D (Guided Writing)
Finding
Most students make mistakes
in subject-verb agreement
and fail to use plural nouns
Follow-up
Students will revisit subjectverb agreement and the use
of plural in next module “How
powerful I am!”
What are students’
problems in
learning?
How can
students
learn better?
Parts E & G
of
2nd Term Test
tan
eiger
teh
foue
ter
foue
siver
tree
ter
elgth
seveh
fier
nlne
Finding:
• Most students make spelling mistakes:
 10: ter the tan
 9: nlne
 8: elgth eiger
 7: seveh siver
 5: fier
 4: foue
 3: tree
 Some mix up “i” & “l” as well as “n” & “h”.
Follow-up:
• The students will have dictation on numbers (from
one to ten) again. They are required to spell ALL the
words correctly. Assessment will be given in the 2nd
term examination.
Finding:
• For Q2, some students count the number as “one”
instead of “five” because they count the number of
toy cars on one rack only.
• Most students forget to use plural nouns.
• Compared to Part E (where the students have to fill in
the numbers for the hopscotch), the students make
fewer mistakes in numbers. Possibly this is because
they need to spell one to ten in Part E but only one to
five in Part G. The students have more problems in
handling six to ten.
Follow-up:
• Revisiting the numbers (with emphasis on six to ten)
and the use of plural nouns in Exercise 5 (counting
the classroom objects) of the module “How powerful I
am”
Part F of 2nd Term Test
Same colours
Same colours
dark green
instead of
light green
light blue
instead of
dark blue
Finding:
• Some students do not understand the meaning of
“dark” and “light”.
Follow-up:
• The students will revisit the use of “dark” and “light”
in Exercise 7 (describing what the students can see
in a toy shop) of the module “How powerful I am”.
They have to read a text about a toy shop and colour
the toys appropriately.
Part H of 2nd Term Test
Finding:
• Some students cannot distinguish between “square”
and “rectangle”.
Follow-up:
• The students will be given examples on how to
describe the shape of an object in Task 3 (show and
tell) of the module “How powerful I am”. (e.g. These
are rulers. They are long. They are rectangles. They
are hard. I love them.) They will be required to show
and tell their friends some objects they like based on
the examples.