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	<title>Student progress &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>A Progressive Approach to Student Assessment</title>
		<link>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=a-progressive-approach-to-student-assessment</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 17 Oct 2024 07:22:48 +0000</pubDate>
				<category><![CDATA[issue 90 sep 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Progressive Education]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Peer assessment]]></category>
		<category><![CDATA[Alternative assessment]]></category>
		<category><![CDATA[Student progress]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Student-involved assessment]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23781</guid>

					<description><![CDATA[One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><b>One</b><b> </b><b>of</b><b> </b><b>the</b><b> </b><b>key</b><b> </b><b>characteristics</b><b> </b><b>of</b><b> </b><b>student-involved</b><b> </b><b>assessment</b><b> </b><b>is</b><b> </b><b>the</b><b> </b><b>shift</b><b> </b><b>in </b><b>focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. </b></em><em><b>This</b><b> </b><b>aligns</b><b> </b><b>closely</b><b> </b><b>with</b><b> </b><b>the</b><b> </b><b>core</b><b> </b><b>principles</b><b> </b><b>of</b><b> </b><b>progressive</b><b> </b><b>education</b><b> </b><b>which </b><b>emphasizes a learner-centred approach, the value of the learning process and collaborative learning. <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a>, Assistant Centre Director at NIE’s <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy &amp; Practice</a>, <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a>, shares with us insights from her research on student-involved assessment and feedback, as well as her reflections on the relationship between student-involved assessment and progressive pedagogies.</b></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg" alt="" class="alignright wp-image-23810 " width="327" height="580" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-577x1024.jpeg 577w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-768x1364.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-865x1536.jpeg 865w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-1153x2048.jpeg 1153w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-scaled.jpeg 1441w" sizes="(max-width: 327px) 100vw, 327px" /></p>
<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW37352676 BCX0"><span class="NormalTextRun SCXW37352676 BCX0">C</span><span class="NormalTextRun SCXW37352676 BCX0">an</span><span class="NormalTextRun SCXW37352676 BCX0"> you share</span><span class="NormalTextRun SCXW37352676 BCX0"> </span><span class="NormalTextRun SCXW37352676 BCX0">what the </span><span class="NormalTextRun SCXW37352676 BCX0">d</span><span class="NormalTextRun SCXW37352676 BCX0">efinition</span><span class="NormalTextRun SCXW37352676 BCX0"> of </span><span class="NormalTextRun SCXW37352676 BCX0">student-involved assessment and feedback</span><span class="NormalTextRun SCXW37352676 BCX0"> is, and some examples of those?</span></span><span class="EOP SCXW37352676 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p>Student-involved assessment and feedback refers to the involvement of students in the assessment and feedback process, where they actively participate in various ways such as:</p>
<ul>
<li style="list-style-type: none;">
<ul>
<li>Evaluating their own work (self-assessment against a set of criteria)</li>
<li>Setting learning goals for improvement</li>
<li>Reflecting on their learning (experience) and revising their work based on the criteria</li>
<li>Assessing their classmates’ work (peer assessment based on the same set of criteria)</li>
<li>Providing and receiving formative feedback to improve performance and work towards their goals</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>From 2020 to 2022, I conducted a study that focused on how to build teachers’ and students’ capacities in student-involved assessment in primary classrooms and also explored how to better engage primary school teachers and students in this area. The study revealed that by involving students in the assessment process, it empowers them to take ownership of their learning, understand the assessment criteria and use feedback to improve their work. It also showed that student- involved assessment can provide teachers with the necessary pedagogical tools to engage their students further. Additionally, it highlighted that providing meaningful feedback helps students stay on track academically while sustaining their motivation and enthusiasm for learning (Wong et al., 2023a). It also affords them the opportunity to engage more deeply with the concept of what it means to manage their own learning (Wong, 2023b).</p>
<h1>From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?</h1>
<p>Student-involved assessment aligns neatly with the core principles of progressive education which emphasizes student-centred learning, active learning and engagement, critical thinking and self-regulation, collaboration and the development of skills relevant to students’ lives in and outside of school. Let me explain further.</p>
<p>Student-involved assessment embodies student- centred learning as it actively engages students in the assessment (and feedback) process, allowing them to take ownership of their learning. It shifts the emphasis om teacher-centred assessment to one where students play a greater and critical role in assessing their own learning and that of their peers based on a set of criteria.</p>
<p>Self-assessment allows students to critically review their own work and make decisions on their progress as well as areas of improvement. This not only nurtures their self-regulation and self-management skills, but also increases their engagement with the learning process. Peer assessment gives them the opportunity to learn how to critically assess their classmates’ work and appreciate different perspectives. It fosters collaborative learning and builds a community of learners among themselves in the class. Both forms of assessments provide students with a deeper understanding of the topic they are working on and further develop their analytical skills.</p>
<p>The skills honed through self-assessment and peer assessment are not only relevant in the classroom but are also essential life skills that students can apply in various personal and professional contexts beyond school.</p>
<h1>How does student-involved assessment give students empowerment and agency in their learning?</h1>
<p>Student-involved assessment empowers and gives students agency by allowing them a more involved and active role in their learning process. Students’ sense of ownership over their learning is nurtured as they shift from being passive recipients of knowledge to active participants who set their own learning goals.</p>
<p>Through self-assessment, students develop critical thinking and reflective skills when they analyse and identify their strengths and areas of improvement. Peer assessment also enhances these skills and in addition, fosters collaboration and communication skills through the provision of feedback to their classmates. When students are involved in assessing their own work and their classmates’ work, they take on responsibility for their own learning, while gaining independence and confidence.</p>
<p>Students become more engaged and motivated when they see the results of their efforts, which further encourages a deeper commitment to their studies. When students are engaged in peer assessment, a sense of community and shared responsibility are encouraged, collaboration is strengthened and communication skills are also enhanced.</p>
<p>Student-involved assessment transforms students into empowered, active, motivated and reflective learners who are deeply involved in their learning journey, making it a more meaningful and personalized learning experience.</p>
<h1>Which areas of assessment do you think merit further attention and research? Why are they important?</h1>
<p>My research into student-involved assessment has shown that when implemented properly, it has the potential to empower students, develop their critical thinking, increase their sense of ownership and responsibility in learning, as well as enhance communication and collaboration skills through peer assessment.</p>
<p>However, further research is needed. For example, studies can be conducted to explore the various factors which can affect the uptake of student-involved assessment by students and in turn, its effectiveness. These factors include student self-efficacy and confidence, student motivation and engagement, social and cultural influences, among others. By understanding these factors, we can gain insights into how to better design and implement student-involved assessment that cater to diverse needs, thus increasing uptake and making the assessment, feedback and learning processes more impactful and meaningful for the students. Longitudinal research on student-involved assessment could also provide valuable insights into the long-term impact on student learning.</p>
<p><b>References</b></p>
<p>Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., &amp; Lee, J. (2023a). <i>Building Teachers’ and Students’ Capacities in Student-Involved</i><i> Assessment in Primary Classrooms. </i>Project Closure Report (ERFP), National Institute of Education. Singapore.</p>
<p>Wong, H. M. (2023b). <i>Student-involved</i><i> </i><i>assessment</i><i> </i><i>in</i><i> </i><i>primary</i><i> </i><i>classrooms:</i><i> Engaging teachers and students </i>(Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617</p>
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		<title>Supporting Student Growth through Positive Teacher Language</title>
		<link>https://singteach.nie.edu.sg/2022/07/27/st81-supporting-student-growth-through-positive-teacher-language/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=st81-supporting-student-growth-through-positive-teacher-language</link>
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		<dc:creator><![CDATA[Aishah]]></dc:creator>
		<pubDate>Wed, 27 Jul 2022 01:50:47 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 81 jun 2022]]></category>
		<category><![CDATA[Growth mindset]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Classroom Perspectives]]></category>
		<category><![CDATA[Redesigning Pedagogy Conference]]></category>
		<category><![CDATA[Teacher-student relationship]]></category>
		<category><![CDATA[Positive language]]></category>
		<category><![CDATA[Student progress]]></category>
		<category><![CDATA[Teacher practices]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20489</guid>

					<description><![CDATA[Positive teacher learning (PTL) is one of the components of the responsive classroom approach which emphasizes the creation [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i>Positive teacher learning (PTL) is one of the components of the responsive classroom approach which emphasizes the creation of a joyful student-centred classroom environment as well as the importance of respectful social interaction. In their virtual presentation at the </i><a href="https://nie.edu.sg/redesigning-pedagogy-international-conference/rpic-2022" target="_blank" rel="noopener">Redesigning Pedagogy International Conference 2022</a></strong><i><strong>, NIE lecturer <a href="https://dr.ntu.edu.sg/cris/rp/rp01552" target="_blank" rel="noopener">Dr Ailsa Goh</a> and <a href="https://andersonpri.moe.edu.sg/" target="_blank" rel="noopener">Anderson Primary School</a> teacher Mdm Haslinda Hashim shares about PTL and how teachers can harness this teaching approach as an intervention for effective mindset practice.</strong><b></b></i></p>
<h1>Reframing Language in the Classroom</h1>
<p>Dr Ailsa Goh from the <a href="https://nie.edu.sg/our-people/academic-groups/psychology-and-child-human-development">Psychology and Child &amp; Human Development Academic Group</a> at <a href="https://nie.edu.sg/">NIE</a>, conducted a research study which explores how positive teacher language (PTL) can impact student academic achievement, classroom engagement, social and emotional development as well as teacher-student relationship. Her team monitored the implementation of PTL in six primary school classrooms. All of the 12 teachers involved were also trained in PTL.</p>
<p>She shares that the teachers found PTL to be beneficial for the students. However, the teachers also reported that they found it quite challenging to consistently use PTL in the classroom.</p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-scaled.jpg" alt="" class="wp-image-20495 alignright" width="167" height="224" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-scaled.jpg 1909w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-224x300.jpg 224w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-764x1024.jpg 764w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-768x1030.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-1145x1536.jpg 1145w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Classroom_AndersonPri-1527x2048.jpg 1527w" sizes="(max-width: 167px) 100vw, 167px" /></p>
<p>Mdm Haslinda Hashim (right) from Anderson Primary School, one of the six schools involved in the research study, agrees. “Adopting PTL in the classroom means that we have to change the language and tone we use when interacting with the students. At times we might feel awkward or uncomfortable but as we familiarize ourselves in carefully choosing our words, using the appropriate tone and body language in order to maintain a respectful interaction with our students, the calmer and more patient we become.”</p>
<p>She adds that when students sense genuine care from their teachers, they will also respond more respectfully. “Having gone through PTL for a few years now, I strongly believe that PTL should be the language we practice in our classroom,” she says.</p>
<h1>Adopting Positive Teacher Learning Practices in the Classroom</h1>
<p>By adapting PTL training materials from the Responsive Classroom Approach published by the Northeast Foundation for Children (2010), Ailsa and Haslinda shares that there are five types of positive teacher language—Envisioning language; Reminding language; Reinforcing language; Redirecting language; and Open-ended questions.</p>
<h1><i>Envisioning Language</i></h1>
<p>Haslinda shares that teachers from her school set class routines at the start of the school year. This involves regularly interacting with the students using positive words such as “You are a responsible and respectful student!”</p>
<p>“This an example of envisioning language, which are statements and questions that help students form their vision of themselves achieving success. This will set a positive tone for future work and engage students in problem-solving,” she explains. “We need to show that we have faith in our students that they can be responsible and respectful learners.”</p>
<h1><i>Open-Ended Questions</i></h1>
<p>PTL is also incorporated in Anderson Primary School throughout the year. Teachers will find opportunities, for example in between lessons or at certain moments of the day, to use PTL.</p>
<p>“This can occur, for instance, when we are encouraging our students not to give up. We will ask them open-ended questions such as ‘Why are you having difficulties in solving this question?’. Asking such open-ended questions can help them understand the problems they are facing,” she explains.</p>
<p>When they manage to complete their work, teachers will affirm them and continue asking open-ended questions such as “Today you managed to complete your work. How did you do that?”.</p>
<p>“By allowing students to recall the steps taken to complete the assigned work, they will be more likely to maintain that behaviour,” she says.</p>
<h1><i>Reminding Language</i></h1>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><b>“</b>Reminding language helps students take responsibility for remembering and meeting expectations.”</p>
<p><em>– <strong>Haslinda</strong>, <i><span style="font-family: Georgia, serif;">on how reminding language can help students</span></i></em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>At the end of each semester, students have to self-assess their behaviour and attitude. According to Haslinda, the use of PTL by the teachers not only helps students to seriously reflect on their behaviour and attitude, but also guides them through the growth mindset process.</p>
<p>“At the end of each semester, the teachers will use reminding language to get the students to express or recall the statements that have been agreed upon at the beginning of the year,” she notes. “Reminding language helps students take responsibility for remembering and meeting expectations. It also supports students in pausing and visualizing what they need to do before they take action.”</p>
<h1><i>Reinforcing Language</i></h1>
<p>Reinforcing language refers to words used to identify and affirm students&#8217; specific and positive actions. She mentions that her school has dedicated parts of the classroom noticeboard for students to show gratitude, appreciation, or give affirmation to their peers.</p>
<p>“When students affirm and show gratitude and appreciation for their peers, they will be more motivated to continue building on those positive behaviours,” she says.</p>
<h1><i>Redirecting Language</i></h1>
<p>Haslinda recalls an incident in which she had used sarcasm to redirect student misbehaviour. The student, however, was unable to understand what she was trying to convey.<i><u></u></i></p>
<p>“It dawned on me that students need clear and non-negotiable instructions when we want to direct them to change their behaviour. Redirecting language can help students regain self-control when they are unable to do so alone,” she notes.</p>
<h1>Developing Growth Mindset in Teachers and Students</h1>
<p>Haslinda asserts that when teachers use positive teacher language, they are encouraging students to create attainable visions of themselves achieving success. “As teachers, we must show our faith in our students and their intentions. We should also encourage them to think about their own learning and thinking.”</p>
<p>She shares that Carol Dweck, an expert in growth mindset, has said that successful growth mindset interventions begin not with students, but with teachers. Teachers need to change their practices in their classrooms first.</p>
<p>“We cannot simply teach growth mindset concepts to our students with the use of charts and PowerPoint slides,” she emphasizes. “A growth mindset is also about implementing teacher practices that focus on growth and learning, and one such practice that we can adopt in the classroom is through the use of PTL.”</p>
<p><b>Reference</b></p>
<p>Northeast Foundation for Children (2010). <i>Teacher Language professional development kit</i>. Turner Falls, MA: Northeast Foundation for Children.</p>
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		<title>Empowering Teachers, Engaging Learners</title>
		<link>https://singteach.nie.edu.sg/2020/01/21/issue71-contribution1/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue71-contribution1</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Tue, 21 Jan 2020 05:06:52 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Contributions]]></category>
		<category><![CDATA[issue 71 dec 2019]]></category>
		<category><![CDATA[Student progress]]></category>
		<category><![CDATA[Malay language]]></category>
		<category><![CDATA[Formative assessment]]></category>
		<category><![CDATA[Assessment feedback]]></category>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Teaching practices]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Learners]]></category>
		<category><![CDATA[Assessment dialogue]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13682</guid>

					<description><![CDATA[Contributed by Siti Fazila Ahmad (Curriculum Planning and Development Division 1, MOE), Marrissa Mohd Taib (Yuhua Primary School) [&#8230;]]]></description>
										<content:encoded><![CDATA[<p>Contributed by Siti Fazila Ahmad (Curriculum Planning and Development Division 1, <a href="https://www.moe.gov.sg/" target="_blank" rel="noopener noreferrer">MOE</a>), Marrissa Mohd Taib <a href="https://yuhuapri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">(Yuhua Primary School)</a> and Marhaini Rahmat <a href="https://bukitviewsec.moe.edu.sg/" target="_blank" rel="noopener noreferrer">(Bukit View Secondary School)</a>, for <a href="https://singteach.nie.edu.sg/category/issues/issue-71-dec-2019/" target="_blank" rel="noopener noreferrer"><em>SingTeach</em> Issue 71.</a></p>
<p><strong><em>A team comprising 20 Malay Language Curriculum Leaders partake in an Overseas Immersion Programme at the <a href="https://education.unimelb.edu.au/arc" target="_blank" rel="noopener noreferrer">Assessment Research Centre (ARC)</a>, <a href="https://education.unimelb.edu.au/home" target="_blank" rel="noopener noreferrer">Melbourne Graduate School of Education</a>, <a href="https://www.unimelb.edu.au/" target="_blank" rel="noopener noreferrer">University of Melbourne</a>. Supported by the <a href="https://mllpc.sg/home" target="_blank" rel="noopener noreferrer">Malay Language Learning and Promotion Committee (MLLPC)</a>, participants had an invaluable opportunity to visit schools and engage in professional dialogue with academicians and fellow educators. Prior to the programme, 12 school participants conducted a classroom-based research to investigate the practice of using feedback and synthesize the evidence related to the power of feedback to improve teaching and learning.</em></strong></p>
<p><strong><em>This is the story of our research journey…</em></strong></p>
<p><img loading="lazy" class="aligncenter wp-image-13742" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_Contribution_SitiFazilaAhmad_Image.jpg" alt="" width="500" height="375" /></p>
<h1>Know Thy Impact</h1>
<p>Mdm Marrissa Mohd Taib, Level Head (Malay Language) at Yuhua Primary School, focused her research on developing students reading comprehension skills. She had observed that her Primary 6 pupils were generally weak in identifying the main points and crafting answers to the questions. Although they used text annotation strategy, they struggled to provide accurate answers to most comprehension questions.</p>
<p>Marrissa used a formative assessment tool <em>3-2-1 Exit Pass</em><a href="#_ftn1" name="_ftnref1">[1]</a> to bridge the gap between what was taught and what was learnt on the application of the text annotation strategy to answer comprehension questions. She gathered pupils’ feedback to enable her to better understand the learning gap and plan subsequent lessons to address their weaknesses in reading comprehension.</p>
<h1>Giving Students a Voice in Their Learning</h1>
<p>To achieve the expected level of progress, a further intervention was administered to five pupils out of a class of 31. Assessment dialogue, as an intervention tool, allowed pupils to articulate their learning and the teacher to clarify misconceptions.</p>
<p>“Through the Exit Pass and Assessment Dialogue, I discovered that these pupils did not have a clear understanding of the self-check acronym, <em>BITE</em><a href="#_ftn2" name="_ftnref2">[2]</a>, that I taught them,” Marissa shares.</p>
<p>“This resulted in incomplete self-check of their work, hence the submitted work did not meet the success criteria that was explicitly stated. Through this two-way conversation, I decided to re-teach the lesson on self-check acronym as this was necessary to meet the pupils learning needs.”</p>
<h1>Reflective Practice on Teacher Feedback</h1>
<p>For Mdm Marhaini Rahmat, Subject Head (Malay Language) at Bukit View Secondary School, her research studied the effectiveness of teachers’ individual e-feedback to improve students’ e-mail writing in her lower secondary class. The <a href="https://www.moe.gov.sg/education/syllabuses/singapore-student-learning-space-(sls)" target="_blank" rel="noopener noreferrer">Student Learning Space (SLS)</a> platform was used since the school had embarked on a one-to-one computing for students.</p>
<p>Reflecting on her current practice of returning assignment a week after its completion, it surfaced one pertinent issue: The feedback might not be as impactful as students need not immediately act on closing their learning gap, simply because the teacher would have moved on to another topic or language skill.</p>
<p>Marhaini assesses that, “This delay would also mean a delay in intervention. The impact on students’ subsequent work may also not be as effective as feedback given during the actual process of writing.”</p>
<h1>Harnessing Affordance of Technology</h1>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>“My goal is for students to receive timely formative feedback while the lesson activity is still on-going.”</p>
<p>&#8211;<em><strong>Marhaini,</strong></em> <em>on what she hopes to achieve</em></p>
</div>
<p>“My goal is for students to receive timely formative feedback while the lesson activity is still on-going,” Marhaini shares. She believes that this would be impactful as students prefer feedback that are more forward-looking, related to the success of the lesson, and “just in time”, “just for me” and “about my work” and not “about me” (Hattie, 2012).</p>
<p>Marhaini used the <em>Making Thinking Visible</em> feature in SLS to segment students’ e-mail writing. She provided individual feedback on the structure and content of students’ introductory paragraph while they worked on the main content. The process of feedback progressively continued to the main content. Revisions by individual students were done simultaneously as they received the feedback. The final product submitted was the students’ revised e-mail.</p>
<h1>Where Do I Go From Here?</h1>
<p>Great teaching is by design, not chance; it is the moment-by-moment thinking and decisions that increase the probability of learning (Hattie, 2012). However, this was not without its challenges.</p>
<p>Marrissa recounted that conducting assessment dialogue was time-intensive. While conducting the assessment dialogue sessions, she had to ensure that her other 26 pupils were also engaged during the lessons.</p>
<p>Whilst Marrissa saw an improvement in three of her pupils whose post-test scores showed increments in the range of 5–35%, two pupils in the group did not show any significant improvement. The written and verbal feedback given by the teacher was not fully grasped and translated by the pupils in the ways that the teacher had intended.</p>
<p>Also because these pupils shared that they were unmotivated to learn, it called for a need to investigate further to find out if there were contributing socio-emotional factors hindering pupils’ learning. Nevertheless, Marrissa saw Assessment Dialogue as an investment in learning if it helped to bridge the gap between what was taught and what was learnt.</p>
<p>As for Marhaini, she noted the potential usefulness of e-feedback. “SLS allows me to document my feedback, or allows students to see their peers’ work. Students’ online work and feedback also allow teachers from the level to access past works to get a sense of their competencies.”</p>
<p>Marhaini also learnt to be more aware of the type of feedback she provided. Her feedback tended to centre on language usage and content structure which correlated to findings by various studies that language teachers’ feedback inclined towards corrective and directives forms. This type of feedback might be suited for lower-ability learners as they require more scaffolding but did not factor in other types of learners.</p>
<p>While attempting to expand her repertoire of types of feedback, Marhaini was also keen to expand her research to look into students’ understanding of the feedback given, what they interpret from this feedback and what they then use next to progress. It is looking beyond “Where am I going” and “How am I going” to “Where to next?”</p>
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<p>“SLS allows me to document my feedback, or allows students to see their peers’ work. Students’ online work and feedback also allow teachers from the level to access past works to get a sense of their competencies.”</p>
<p>&#8211;<em><strong>Marhaini</strong></em>, <em>on the potential usefulness of e-feedback</em></p>
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<h1>Our Parting Shot</h1>
<p>The key takeaway for participants is that as teachers, we need to constantly evaluate the impact of our teaching through the eyes of our students, to hear how the students think. After all, impact is about making students feel that they have learned and are excited to learn.</p>
<p><strong><em>We would like to thank MLLPC for making possible this Overseas Immersion Programme to Melbourne, Australia</em> </strong><em><strong>from 12–18 June 2019.</strong> </em></p>
<p><strong>Reference</strong></p>
<p>Hattie, J. (2012). <em>Visible Learning for Teachers: Maximizing Impact for Learning. </em>London and New York: Routledge Taylor and Francis Group.</p>
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<p><a href="https://singteach.nie.edu.sg/wp-admin/post.php?post=13682&amp;action=edit#_ftnref1" name="_ftn1">[1]</a> 3 things that I learned, 2 things that I found interesting and 1 question I still have.</p>
<p><a href="https://singteach.nie.edu.sg/wp-admin/post.php?post=13682&amp;action=edit#_ftnref2" name="_ftn2">[2]</a> BITE refers to <em>Bahasa</em> (Language), Isi (Content), <em>Tanda Baca</em> (Punctuation) &amp; <em>Ejaan</em> (Spelling). Pupils use this self-check acronym to check their answers. They will put a tick once they have checked the respective components.</p>
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