Getting into the measure of mathematical skills.

Calling it a "360°-way of looking at assessment", Mrs Lim Mei Lian, the school's head of department for PE, CCA and Aesthetics, shares that holistic assessment can build pupils' confidence, increase their desire to learn, as well as improve their motivation towards learning. In particular, for Pri 1 pupils who are new to the school system, holistic assessment eases them into a more structured learning environment by using fun activities to engage them, assessment checklists to monitor their progress, and bite-sized topical tests to assess their understanding.

The checklists - which are designed to be completed by the pupil, her peer, her parent, her teacher or jointly - assess different aspects of the pupil's learning. For example, checklists such as "My Reading Log" will be filled in by the pupil while "Observational Checklist for Assessing Early Reading Skills" is for the teacher; "Pupil-Teacher Conferencing Checklist for Writing" when used with the other checklists, provides an accurate and holistic measure of the child's ability to read, understand and express herself in English. Instead of using only grades, descriptors like emoticons (smiley faces) and adjectives provide clearer feedback of content mastery and attitude towards learning.

Each Pri 1 and Pri 2 pupil also receives a Holistic Development Report every term. This report is holistic in the sense that it provides the pupil and her parents with an overview of her development in not only English Language, Mathematics and Mother Tongue but also Art, Music, PE and social-emotional competencies.

Making learning fun

Instead of just exams, pupils are assessed through a holistic set of criteria.

Another mode of assessment is the diagnostic assessment worksheet, which consists of a set of related questions targeted at identifying any gap in understanding a specific concept or skill. For example, in the study of Mathematics, if a pupil gives the sum of a one-digit number and zero as zero, the diagnostic assessment can pinpoint the error and provide the teacher with useful information about the level of the pupil's understanding of numerical concepts.

"Zero can be a difficult concept for younger pupils because they cannot visualise it easily, unlike other numbers which can be represented by physical counters," says Mrs Eileen Ong, the head of department for Mathematics. "The problem could also be that the pupil does not recognise the mathematical concept of additive idenitity (e.g. that adding zero to a number does not change the number)." Once the teacher diagnoses the problem, she can use this information to customise classroom instruction and work with individual pupils on their learning difficulties.

Performance tasks - such as using a weighing scale to determine the weight of an item or using a ruler to measure length - require pupils to demonstrate that they have mastered estimation and measuring skills using mathematical tools. The school also taps on journal writing, where pupils pen their thoughts, feelings and reflections on Mathematics. "Journal writing provides pupils with opportunities for self-exploration and self-discovery. It encourages pupils to reflect on their own thinking and learning processes. This strengthens pupils' problem-solving skills as it promotes meta-cognition, which is one of the habits of mind we seek to develop in our pupils," explains Mrs Ong.

Parent-pupil-teacher partnership

Putting both hands and head to work.

The school views parents, pupils and teachers as "partners in assessment" and uses the individualised mid-year and year-end parent-pupil-teacher conference to review each pupil's progress. At these meetings, the pupil will share her holistic development portfolio, which comprises an array of assessment reports and checklists across the different subject areas, and three or four of her "best" work samples (chosen by the pupil).

The pupil will use her portfolio to lead her parents through a discussion of her progress and achievements. "This reflects our belief that the children should be actively involved in their learning, engage in self-assessment and reflection, and assume responsibility for the learning process," Mrs Lim adds. Such a presentation also allows the child to communicate with her parents, as well as affirm her successes in school.

"The child is at the centre of what we do," says Mrs Lim, which is why Haig Girls' School has decided to name the parent-teacher meeting the parent-pupil-teacher conference. As these modes of holistic assessment are rolled out to other primary schools, they may take on different monikers, but always with the intention of helping children learn better.