Sharing on Assessment in SS SS Unit Meeting (6 August)

Question 6 does not always have to be a 'how' or 'why' question

• True

• False

Answer explanation

True! SRQ Q6 can also be a "What" question. E.g. WHAT are two messages...
WHAT are 2 lessons...

The examples in responses to Question 6 must be specific and detailed.

• True

• False

Answer explanation

The RELEVANCE of the examples are more important than the sufficiency (though it is still important).

Explanations for Question 6 are always outcome driven.

• True

• False

Answer explanation

We can use different approaches to develop our response, as long as they are relevant to the question.

Information in Extracts 2 and 3 can include information/materials from outside the coursebook.

• True

• False

Answer explanation

False. Extracts 2 and 3 are scaffolds and so they must be from the coursebook so students are familiar and are able to use them effectively.

The two given factors in Question 7 must be directly from the coursebook.

• True

• False

Answer explanation

True. Q7 is not meant to surprise students.

Students cannot use information in Extracts 2 and 3 in their response to Question 7.

• True

• False

Answer explanation

There is no more question choice in Section B, so scaffolds are there to help students.

Responses to Question 7 must only include materials from the coursebook

• True

• False

Answer explanation

False. Extracts and factors must be from coursebook, but responses do not, as long as they are relevant, to honour/reward students' thinking.

Both Questions 6 and 7 must be on Singapore

• True

• False

Answer explanation

Question 6 MUST be on Singapore, but Question 7 does not.

All paragraphs for comparison questions must have common criterion

• True

• False

Answer explanation

False. Common criterion is required for difference only, not for similarity. The idea of "Common Criterion" only applies to "difference"

We shouldn't set a utility question as Question 1.

• True

• False

Answer explanation

True. We should avoid setting utility/reliability questions as Q1 because they require a more holistic understanding of the case study and thus would be overly challenging to students.