2021 PSLE Discussions and Strategies (Children born in 2009)
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Pegasus08\" post_id=\"2041087\" time=\"1633501221\" user_id=\"41264:
AL4 students will not be uncommon under this new AL system because 90 90 90 90 is approx 269 t-score (which is not uncommon before 2021). And this is easily attainable if students have a strong foundation for both languages.
I am also wondering the same! When I look at the indicative AL banding on MOE school finder, schools have taken in students with AL4 though, so which means their raw scores are all above 90?? I assume that the indicative ALs provided by MOE are based on raw scores which they have access to. Though how many students actually score the perfect AL4 is not known. I think students who are able to obtain >90 for ALL subjects should be a small number, usually there will just be that one subject that pulls people down. I also think AL6 would be more likely, or AL7/8.pearl8\" post_id=\"2041067\" time=\"1633496027\" user_id=\"171681:
I wonder A* in T-score system is equal to AL1. As I feel that it is not easy to get 90 and above in languages. Last time I heard some got 4A*, does that mean all 4 subjects raw scores are 90 and above? With the new AL system, I think only a very good one can get AL1 in languages, as getting AL2 already not easy. If languages can not get AL1, then many will end up with AL6 in total. I'm not aiming for top school. Just thinking that getting AL5 is not easy.
In the past students, the strategy may be focusing on scoring maximum possible marks on strong subjects to gain maximum t-score. While this year their strategy will be focusing on scoring just above 90 for ALL subjects because there is no reward or motivation to go after full marks for subjects like math anymore.
As mentioned earlier, under the old system a student who scored 270+ t-score may actually be AL6 or AL7, while someone with 269 may be AL4.
For this reason, I believe the academic profile of students and the attitude towards PSLE scores will change. For example, due to the lack of t-score differentiation among peers, students will be treated more equally. In the past, there may be a handful of 280+ PSLE top scorers in the cohort, but now there may be an entire class of AL4 in the cohort, but AL4 may not be the highest scorer in terms of combined raw scores. -
Veyron\" post_id=\"2041125\" time=\"1633512640\" user_id=\"30663:
\"Uncommon\" and \"easily\" are still relative words and need to be taken in the context of the entire cohort. I won't take a stand here either way.
AL4 students will not be uncommon under this new AL system because 90 90 90 90 is approx 269 t-score (which is not uncommon before 2021). And this is easily attainable if students have a strong foundation for both languages.
In the past students, the strategy may be focusing on scoring maximum possible marks on strong subjects to gain maximum t-score. While this year their strategy will be focusing on scoring just above 90 for ALL subjects because there is no reward or motivation to go after full marks for subjects like math anymore.
As mentioned earlier, under the old system a student who scored 270+ t-score may actually be AL6 or AL7, while someone with 269 may be AL4.
For this reason, I believe the academic profile of students and the attitude towards PSLE scores will change. For example, due to the lack of t-score differentiation among peers, students will be treated more equally. In the past, there may be a handful of 280+ PSLE top scorers in the cohort, but now there may be an entire class of AL4 in the cohort, but AL4 may not be the highest scorer in terms of combined raw scores.
Re the bold points above - the million dollar question as it relates to future AL COPs is whether students are already at their max or if they can alter their study habits in response to the scoring system and what it takes to get into school X, Y, or Z. In the short-run, it probably won't change much. But in the long-run there could be relatively more students scoring AL4, AL5, AL6, etc. Not because everyone suddenly got smarter in t-score terms but because people reallocated time across the subjects.
Quite frankly, this has the potential to be detrimental to society. A kid that is strong in math/science should keep developing this interest and ability rather than devote excessive time to pulling up EL or CL just because the AL COP dictates he/she should do so (if want to get into a certain school).
Overall, I don't really have an opinion as to whether t-score or AL is \"better.\" Each has its trade-offs but when the output function is quite different for 90-90-90-90 vs. 100-100-100-60 vs. 95-95-85-85 it may start changing peoples' behaviour. In contrast, in the past all three produced a similar result (t-scores for each of the three will not be exactly the same). -
SG_KP1\" post_id=\"2041126\" time=\"1633513224\" user_id=\"188234:
The context of our discussion was about students' academic achievement in IP schools, and whether AL4 is common among this group of students. we are not talking entire Singapore P6 cohort.
\"Uncommon\" and \"easily\" are still relative words and need to be taken in the context of the entire cohort. I won't take a stand here either way.Veyron\" post_id=\"2041125\" time=\"1633512640\" user_id=\"30663:
AL4 students will not be uncommon under this new AL system because 90 90 90 90 is approx 269 t-score (which is not uncommon before 2021). And this is easily attainable if students have a strong foundation for both languages.
In the past students, the strategy may be focusing on scoring maximum possible marks on strong subjects to gain maximum t-score. While this year their strategy will be focusing on scoring just above 90 for ALL subjects because there is no reward or motivation to go after full marks for subjects like math anymore.
As mentioned earlier, under the old system a student who scored 270+ t-score may actually be AL6 or AL7, while someone with 269 may be AL4.
For this reason, I believe the academic profile of students and the attitude towards PSLE scores will change. For example, due to the lack of t-score differentiation among peers, students will be treated more equally. In the past, there may be a handful of 280+ PSLE top scorers in the cohort, but now there may be an entire class of AL4 in the cohort, but AL4 may not be the highest scorer in terms of combined raw scores.
Re the bold points above - the million dollar question as it relates to future AL COPs is whether students are already at their max or if they can alter their study habits in response to the scoring system and what it takes to get into school X, Y, or Z. In the short-run, it probably won't change much. But in the long-run there could be relatively more students scoring AL4, AL5, AL6, etc. Not because everyone suddenly got smarter in t-score terms but because people reallocated time across the subjects.
Quite frankly, this has the potential to be detrimental to society. A kid that is strong in math/science should keep developing this interest and ability rather than devote excessive time to pulling up EL or CL just because the AL COP dictates he/she should do so (if want to get into a certain school).
Overall, I don't really have an opinion as to whether t-score or AL is \"better.\" Each has its trade-offs but when the output function is quite different for 90-90-90-90 vs. 100-100-100-60 vs. 95-95-85-85 it may start changing peoples' behaviour. In contrast, in the past all three produced a similar result (t-scores for each of the three will not be exactly the same).
The intend of AL system is to not push the kids into achieving that 100 mark because MOE recognises that anything above 90 is considered as the new 100. Whereas in the past, kids were expected to ace math with 98 or 99 scores, and very often these students have to go through hell and fire in enrichment to nail every mind-boggling problem question in the assessment book to ensure that he or she doesn't lose 4 to 5 marks.
PSLE is just an exam for S1 posting purposes only, it's not THE place for a student to develop or showcase their interest in math or science or languages. -
Veyron\" post_id=\"2041127\" time=\"1633514572\" user_id=\"30663:
Just think about the magnitude of the numbers. Your 269 t-score is about 1% of the cohort or about 10% of those who qualify for IP (roughly top 10%). And the people that hit 269 t-score or above included a bunch of lopsided scores. I'm not sure what you consider common or not uncommon but the past data doesn't really suggest there are a bunch of AL4s at every bus/mrt stop in the country or that the IP schools are overloaded with AL4s. Whether it changes? Who knows.
The context of our discussion was about students' academic achievement in IP schools, and whether AL4 is common among this group of students. we are not talking entire Singapore P6 cohort. -
For me, I think kids more stressful especially the top 10% . To get a AL 1, no need drill ?? Under T score, kids can use strong subject to get higher total marks. But with AL, must strong at 4 subjects.
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Niu2009\" post_id=\"2041131\" time=\"1633515777\" user_id=\"33495:
IMO, the system by design isn't any more or less stressful for different segments of the cohort. Low AL1 (<95) through AL4 are all only 5 marks wide. 1 or 2 wrong question (I guess more for languages since gross points is 200) and you can either jump up or fall down a level. It's both a challenge and an opportunity...
For me, I think kids more stressful especially the top 10% . To get a AL 1, no need drill ?? Under T score, kids can use strong subject to get higher total marks. But with AL, must strong at 4 subjects.
Second, every parent is hoping their child does as well as they can. It's not just about the Top 10% and whether can go RI/RGS. Not saying you meant this specifically but sometimes the general notion gets lost in these threads.
Hope everyone gets the results they are looking for. :rahrah: -
Tan Tan\" post_id=\"2041023\" time=\"1633486070\" user_id=\"195278:[quote=\"Tan Tan\" post_id=2041023 time=1633486070 user_id=195278]
Of course some TOP students got in. It is just that more of average Joe and those with no passion got in with luck this year and perhaps since last year. Few had mentioned the similar before in the forum plus my personal encounters. It is not a complicated selection this year, as minus away the selection test and camp which were done in the past as the main filtering. Therefore, it can also be these reason the filtering this time round may not be as optimal as well as other schools who have ready been doing dsa interview interviewing students for many years with more experience.Steve75\" post_id=\"2040996\" time=\"1633480277\" user_id=\"194944:This year, I know Some students got NUSH CO are all TOP students from their school. But true, not every TOP students will receive offer, including GEP students.
If the child is applying for NUSH, I am sure he should be interested in math or science, otherwise why should he bother to try the complicated selection and interview process? There may be some students not belongs to our category of “correct match”, but majority are very good students from both GEP and Main stream.
Every year there are students gave up offers from Rs and Hs, and choose to take up NUSH offer, because they feel it’s the best school can develop their talent.
So don’t be misunderstood that NUSH “dare not “ to take “TOP students “ because those students will reject the offer at the end. No, it’s not true, I believe no school will do this, just based on this “false assumption “ and let go their first picks .
There are more TOP students aiming for NUSH now because of the very good reputation, well recognised by Ivy League Universities, and peace of mind without A level stress.
No one can doubt luck plays a part in DSA Selection, but no choice, luck is essential in many aspects of life.
Best of luck for our kids in PSLE ! -
Steve75\" post_id=\"2041148\" time=\"1633520164\" user_id=\"194944:
Tan Tan\" post_id=\"2041023\" time=\"1633486070\" user_id=\"195278:[quote=\"Tan Tan\" post_id=2041023 time=1633486070 user_id=195278]
Of course some TOP students got in. It is just that more of average Joe and those with no passion got in with luck this year and perhaps since last year. Few had mentioned the similar before in the forum plus my personal encounters. It is not a complicated selection this year, as minus away the selection test and camp which were done in the past as the main filtering. Therefore, it can also be these reason the filtering this time round may not be as optimal as well as other schools who have ready been doing dsa interview interviewing students for many years with more experience.Sounds like they have to consider very carefully if they want to take up the CO then, it would be hard for someone with no passion to cope with the curriculum there. -
Steve75\" post_id=\"2041148\" time=\"1633520164\" user_id=\"194944:
All schools had to alter their DSA shortlisting/interview process the last two years compared to before. While NUSH process this year and last year was quite different from before, it's hard to see how they were less equipped to evaluate kids in 2021 vs. 2020. My guess is that they had the same quality of applicants this year, perhaps more so called \"TOP\" as the school gains in popularity, and that their intake (or at least CO/WL composition) is pretty similar to prior years.
Of course some TOP students got in. It is just that more of average Joe and those with no passion got in with luck this year and perhaps since last year. Few had mentioned the similar before in the forum plus my personal encounters. It is not a complicated selection this year, as minus away the selection test and camp which were done in the past as the main filtering. Therefore, it can also be these reason the filtering this time round may not be as optimal as well as other schools who have ready been doing dsa interview interviewing students for many years with more experience. -
SG_KP1\" post_id=\"2041128\" time=\"1633515440\" user_id=\"188234:
Again, I wish to stress that the context of the discussion is about IP students only. We are not comparing AL4 to the entire country P6 cohort, so that is no need to talk about 1% because the percentage of AL4 students among IP schools students is definitely more than 1%. Why?
Just think about the magnitude of the numbers. Your 269 t-score is about 1% of the cohort or about 10% of those who qualify for IP (roughly top 10%). And the people that hit 269 t-score or above included a bunch of lopsided scores. I'm not sure what you consider common or not uncommon but the past data doesn't really suggest there are a bunch of AL4s at every bus/mrt stop in the country or that the IP schools are overloaded with AL4s. Whether it changes? Who knows.Veyron\" post_id=\"2041127\" time=\"1633514572\" user_id=\"30663:
The context of our discussion was about students' academic achievement in IP schools, and whether AL4 is common among this group of students. we are not talking entire Singapore P6 cohort.
From MOE's AL score range, we can already see that in every IP school, regardless if COP is AL6 or AL8, they all have AL4 students among the mix. Which is to say, AL4 students are not as rare as you think because AL4 can be 269 and they are not uncommon even in neighbourhood primary schools
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