GEP 2012 - Class Starting P4 in 2013
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kipper:
May I know if your kids are allowed to bring home the exam papers?
My dd brought some papers home for me to sign- el, ss, HCL compre... Think those are about it. -
Any parent here wonder why the schools can’t give us the average score of all papers? If unnecessary competition is what they are worried about, maybe the averages of the GE cohort from all 9 centres? Afterall, it is central marking, am I right? At least we know where our kids stand. Now with a number for each paper/assignment, it is just a number. Totally meaningless.
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From what I understand, it’s a MOE thing. Both GEP and mainstream have no averages. My DD principal did issue a letter earlier in the year, which explained that a student’s aim should be to better his own score than beat everybody else. In principle, I agree school should not be the Hunger Games!
As an estimate, just ask around in class and your kid will roughly know his/her standing. Normally kids who did very well will start asking around first, and those who keep very quiet are sad and need some time out. Normally the kids will benchmark themselves against those who are very good in the particular subject. -
meekopeeko:
From what I understand, it's a MOE thing. Both GEP and mainstream have no averages. My DD principal did issue a letter earlier in the year, which explained that a student's aim should be to better his own score than beat everybody else. In principle, I agree school should not be the Hunger Games!
As an estimate, just ask around in class and your kid will roughly know his/her standing. Normally kids who did very well will start asking around first, and those who keep very quiet are sad and need some time out. Normally the kids will benchmark themselves against those who are very good in the particular subject.
yes, even thoug the teachers ask them not to compare, they tend to ask around the marks.....
any idea whether there will be Parent-Teacher Meeting? -
Different schools do things differently? For my son's school, highest and average marks (Math and Sci) are given except for the English test paper. For most of the English assignments, they also know the highest scores obtained.
I don't mind the idea of not releasing highest/average scores. As long as they can meet the baseline, it's good enough. If the students can score more than 80%, that calls for celebration
Most important is to give them the encouragement and support they need.
Btw, there are more components in SA. Paper 2 alone is 95 marks. Can't be just cloze and compre, right? -
meekopeeko:
I thought so too. Just ask around.. but you won't believe it. My DD and her classmates do not go around asking marks or revealing marks. Hence, I ONLY know her marks and her close friend's!
As an estimate, just ask around in class and your kid will roughly know his/her standing. Normally kids who did very well will start asking around first, and those who keep very quiet are sad and need some time out. Normally the kids will benchmark themselves against those who are very good in the particular subject.metz:
I don't need the highest/lowest. The more meaningful one would be the average because the average will let parents know if the papers are pitched reasonably or the works of some over-zealous setters. Just knowing the baseline is not enough. For example, the English paper this time round. Majority did not meet the benchmark (from what I heard), so if you get slightly below benchmark, say, 27 (benchmark is 28), do you cry or celebrate?I don't mind the idea of not releasing highest/average scores. As long as they can meet the baseline, it's good enough. If the students can score more than 80%, that calls for celebration
Most important is to give them the encouragement and support they need.
:?
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FireflyMom:
Ds made it past the baseline. But we are not rejoicing too. In fact, through this CT, we realised that we can't depend on the teachers to prepare them for the tests/exams. For Science, we have no clue what the students did in school. The 2 practice papers they did were returned only a day or two before the test. For English, cloze was introduced pretty late. No compre exercises saved for 3 mock tests a few days before the actual test. Of which, 2 has shocking dire performance. (In fact, only 1 student managed to meet the baseline for one of the tests. The teacher even told them that's the most difficult paper he could find.)
I thought so too. Just ask around.. but you won't believe it. My DD and her classmates do not go around asking marks or revealing marks. Hence, I ONLY know her marks and her close friend's!meekopeeko:
As an estimate, just ask around in class and your kid will roughly know his/her standing. Normally kids who did very well will start asking around first, and those who keep very quiet are sad and need some time out. Normally the kids will benchmark themselves against those who are very good in the particular subject.metz:
I don't need the highest/lowest. The more meaningful one would be the average because the average will let parents know if the papers are pitched reasonably or the works of some over-zealous setters. Just knowing the baseline is not enough. For example, the English paper this time round. Majority did not meet the benchmark (from what I heard), so if you get slightly below benchmark, say, 27 (benchmark is 28), do you cry or celebrate?I don't mind the idea of not releasing highest/average scores. As long as they can meet the baseline, it's good enough. If the students can score more than 80%, that calls for celebration
Most important is to give them the encouragement and support they need.
:?
It just made us realise that the kids need to put in more effort in order to do well. -
To be honest, I just tell my DD to benchmark against certain absolutes. I keep telling her nobody is stupid in GEP, so don’t be too proud or too discouraged. Average grades are good grades in GEP etc. Below baseline 70 - work harder almost there. 70 - 80 good, average grades. 80 above - very good above average. 90 above - top grades.
I prefer absolute criteria after I realized DD did so much comparison on her own, that even for subjects she received more than 90, she felt she was not good enough cos there will be a few genius with full marks. In the end, only number 1,2 an 3 in class feel encouraged and the rest feel average and even lousy. Another absolute I like to focus on are Dd’s weaknesses, doesn’t matter if other people are also weak in the same area. All need to improve!
Yet, some comparison is necessary cos without doing so, we won’t know that it is really really hard to achieve 90+ for languages, or if some papers
are unusually hard. I think the kids are already under a lot of stress.
I like the overall 80% for 4 core subjects as a benchmark. At least strong subjects can compensate for the weak subjects, so it’s a bit more forgiving! Good to note for dsa later too!
For my DD’s school, only students with weak subjects will get called up for PTM by subject teachers. Followed by remedial. So no news is good news lah. -
Yes, we adopt a similar attitude. There are \"unvoiced\" goals and expectations that we have in mind for different subjects, according to his abilities.
Do they go by overall? I thought they go by individual subject at 70%. In ds' school, the weaker students have already been given remedial (certain subjects) before the tests.meekopeeko:
To be honest, I just tell my DD to benchmark against certain absolutes. I keep telling her nobody is stupid in GEP, so don't be too proud or too discouraged. Average grades are good grades in GEP etc. Below baseline 70 - work harder almost there. 70 - 80 good, average grades. 80 above - very good above average. 90 above - top grades.
I prefer absolute criteria after I realized DD did so much comparison on her own, that even for subjects she received more than 90, she felt she was not good enough cos there will be a few genius with full marks. In the end, only number 1,2 an 3 in class feel encouraged and the rest feel average and even lousy. Another absolute I like to focus on are Dd's weaknesses, doesn't matter if other people are also weak in the same area. All need to improve!
Yet, some comparison is necessary cos without doing so, we won't know that it is really really hard to achieve 90+ for languages, or if some papers
are unusually hard. I think the kids are already under a lot of stress.
I like the overall 80% for 4 core subjects as a benchmark. At least strong subjects can compensate for the weak subjects, so it's a bit more forgiving! Good to note for dsa later too!
For my DD's school, only students with weak subjects will get called up for PTM by subject teachers. Followed by remedial. So no news is good news lah. -
GEP goes by individual subject.
It’s the experienced parents on KSP who shared overall 80% average for 4 core subjects as benchmark or doing v well cos it’s the criteria for an easier dsa to top IP schools later on. I know of a few "real" friends who have gone through or are going through dsa now and it seems to be true.
Just to add - of course this dsa criteria is subject to change year after year! And there are some variations, some people say P4 to P6 results are important some say only P5 and P6.
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