Looking at students' work

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Looking at students' work
By Adela CHUNG Doreen CHEUNG GCEPSA Kwun Tong
Primary School Tel [phone]
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Why?
Curriculum planning material design
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When?
Every day?
Once a term?
Once a year?
Too late? Too frequent? How to strike a balance?
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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? )
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What NEXT?

• Re-teaching / re-cycling in the next module
• Careful scaffolding
• Change in teaching strategies
• Designing worksheets etc.

Be specific, explicit and clear
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From finding to modular planning
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Reading Comprehension
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P.1 1st Term Test Part 3 (Reading
Comprehension)
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Marks distribution for Part 3 in Class 1C
3(comprehension)
0 4
1
2
3 9
4
5
6 3
7
8
9 5
10
11
12 1
14
15 1
18 1
Total No. of Students. 24
21 out of 24 students failed
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P.1 1st Term Test Part 3 (Reading
Comprehension)
Finding
Students are very weak in comprehension.

1. Revisit the adjectives and parts of the body in
   the next module (Animals in Funnyland)
2. Design some reading comprehension exercises for
   students

Follow-up
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Revisit the adjectives and parts of the body in
the next module (Animals in Funnyland)
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P.1 1st Term Exam Part C (Reading
Comprehension)
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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 24students failed
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P.1 1st Term Exam Part C (Reading
Comprehension)
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.
Finding
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Follow-up

• More explicit teaching on this reading strategy
  (assume -gt check -gt confirm) in Activity 2
  Animal riddles of the next module My friend and
  I

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using powerpoint slides to demonstrate how to
eliminate the possible answers
Animal riddle
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Worksheet 1

1. Design some worksheets to help students confirm
   their answers through careful checking

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Worksheet 2
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P.1 2nd Term Test Part B (Reading
Comprehension)
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Marks distribution on comprehension in Class 1C
No. of Stu.
0 4
0.5 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
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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.

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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)

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Guided Writing
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P.1 1st Term Test Part 4A (Guided Writing)
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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
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Total No.of Students. 24
11 out of 24students failed
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P.1 1st Term Test Part 4A (Guided Writing)
Finding
Most students fail to describe the objects with
the use of adjectives
Follow-up

• More emphasis on writing in the next module
  Funnyland
• More classroom activities on writing (group work)

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P.1 1st Term Exam Part I (Guided Writing)
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Marks distribution for Part I in Class 1C
Marks
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

3 out of 24 students failed
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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

• More writing activities in the next module My
  friend and I
• 2. More emphases on the following in the
  classroom activities
• Pair work
• Self corrections

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Follow-up after teaching
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P.1 2nd Term Test Part D (Guided Writing)
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Marks distribution for Part D in Class 1C
No. of students
Marks
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
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P.1 2nd Term Test Part D (Guided Writing)
Finding

• Most students make mistakes in subject-verb
  agreement and fail to use plural nouns

Students will revisit subject-verb agreement and
the use of plural in next module How powerful I
am!
Follow-up
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Discussion time
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What are students problems in learning?
How can students learn better?
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Parts E G of 2nd Term Test
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tan
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eiger
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teh
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foue
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ter
foue
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siver
tree
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ter
elgth nlne
seveh
fier
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Part E

• 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.

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Part G

• 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

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Part F of 2nd Term Test
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Same colours
Same colours
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dark green instead of light green
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light blue instead of dark blue
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Part F

• 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.

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Part H of 2nd Term Test
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Part H

• 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.