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Holistic Assessment at Haig Girls' School: Knowing and Developing the
Whole Child for the 21st Century
HGS - a prototype school for Holistic Assessment in partnership with the
Ministry of Education since 2010
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HGS Distinctive Learning
Experience
Knowing and developing the whole
child HGS pupil outcomes which focus
on character, leadership and 21st
century competencies
Valuing every child for who she is –belief that every child is different,
special and talented in her own way
Giving pupils a voice through
creative expression, advocacy, service
and innovation
Education for Life
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Holistic assessmentInstruction customised to
pupils’ needs
Pedagogies that engage the whole child and
leverage pupils’ strengths and interests, e.g.
learning through the arts
Opportunities for development in different
domains at different levels of depth, including
talent development
Emphasis on Character &
Citizenship Education and leadership development
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Holistic Assessment
• Ongoing gathering of information from various sources on different facets of the child to provide feedback to support and guide the child’s holistic development
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:Purpose of Holistic Assessment
• Know and develop the whole child, to build her confidence and desire to learn
• Encourage pupils to be self-directed learners - more reflective, independent and involved in their own learning.
• Provide timely and regular feedback for parents and enable them to support the child’s holistic development and growth.
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Assessment Culture:Key Paradigm Shifts
From To
Purpose
Measuring achievement
and reporting evidence of
learning
Knowing and developing the
whole child
Nature of
assessment
Assessment taking place
after a lesson, a topic, unit,
term, semester
Assessment embedded
seamlessly into instruction –
ongoing, takes place all the
time
Assessment
mode
Primarily pen and paper
tests
A range of appropriate
methods and modes of
assessment, allowing pupils
to express what they know
and can do
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Assessment Culture:Key Paradigm Shifts
From To
Who assesses
Assessment by the teacher Teacher, self- and peer-
assessment Pupils take
ownership of their learning
Assessment Focus
Cognitive domain /
‘academic’ subjects
Holistic assessment of
knowledge, skills and
attitudes in the cognitive,
social-emotional, physical
and aesthetic domains,
including, PE, Art & Music,
values, leadership and 21CC
Reporting Pupil Learning
Grades and marks with a
focus on ‘academic’
subjects’
Documentation of
pupils’ learning and
progress
Holistic development
report: learning
outcomes
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Assessment at P1 & P2
• Oral tasks
• Written tasks
• Activity-based tasks
• Mid-Year Exam (P1 & P2)
• End-of-Year Exam (P1)
• End-of-Year Exam (P2)
Bite-sized assessments
More feedbackgiven
Wider range ofassessment tasks
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Engaging Pupils in Taking Responsibility for Their Learning
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Engaging Pupils in Taking Responsibility for their Learning
• Pupils setting individual and group learning goals and monitoring their own progress
• The following are used:
– Teacher’s feedback
– Peer assessment
– Self-assessment
– Reflections
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Oral presentation – Teacher’s Feedback and Student’s Reflection
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Science “Busking” – Student’s Reflection
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Peer Assessment – Science “Busking”
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Holistic Reporting
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Reporting Tool Purpose Frequency
Holistic Report
Card
Provides an overview of the pupil’s total development
(e.g. pupil’s marks, conduct, attendance, awards,
Co-Curricular Activities, Values in Action)
Once a
semester
Holistic
Development
Report
Provides information on the child’s development in
personal qualities and attainment of learning outcomes
for English, Mathematics, Science, Mother Tongue, Art,
Music and Physical Education (Semester One)
Provides information on the child’s development in values,
leadership attributes and 21st Century Competencies
(Semester Two)
Once a
semester
Holistic
Development
Portfolio
Showcases pupil’s best works and documents pupil’s learning
and progress across all domainsOnce a
term
Parent-Child-
Teacher
Conferencing
Pupil takes the lead in communicating with her parents and
teachers her learning, progress and areas for improvementOnce a
year
Assessment Culture that Strengthens Holistic Education –Holistic Reporting System
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Holistic Development Report - English
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Holistic Development Report - Math
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Holistic Development Report - Science
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• Teacher and students clarify and set learning goals [skills, knowledge, habits]
• Teacher guides students in the reflection
Student • takes ownership of her
learning goals• reflects on her
strengths and areas for improvements
• Communicates her reflections & learning plans to her parents and teacher
Students as Self-directed LearnersOur distinctive approach to Holistic Reporting
- Parent-Child-Teacher Conferencing
Our belief: Students should have a voice in the learning process
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Parent-Child-Teacher Conferencing
• Lower primary pupils
– Use portfolios as a conversation piece
– Choose pieces of work that represent their best work and demonstrate improvements in learning
– Share learning challenges with parents and teachers
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Video:Holistic Assessment: Parent-Child-Teacher Conferencing in Primary 1
@ Haig Girls’ School
https://www.youtube.com/watch?v=ee8nDg6Hah8
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Video:Holistic Assessment: Parent-Child-
Teacher Conferencing in Upper Primary@ Haig Girls’ School
https://www.youtube.com/watch?v=pqYV-Zm-S7Y
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Holistic Assessment in HGS
• Focus: knowing and developing the whole child, to build her confidence and desire to learn
• Supports our emphasis on
– educating the whole child
– giving pupils a voice
– nurturing self-directed learners who take responsibility for their learning
• Integral to the distinctive HGS learning experience
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Thank You