2022 PSLE Discussions & Strategies (born in 2010)

[PlayfulFairy]

Hi, does it mean the child will score higher if the examiners are smiling but another child will score lower if the examiners never smile?

[PlayfulFairy]

Hi, does it mean the child will score higher if the examiners are smiling but another child will score lower if the examiners never smile?

[Imp75]

PlayfulFairy\" post_id=\"2078629\" time=\"1660630742\" user_id=\"2120:

Hi, does it mean the child will score higher if the examiners are smiling but another child will score lower if the examiners never smile?

No idea but generally when examiners laugh heartily means it’s a good sign for higher marks. One of my kid experienced that and naturally she did well for the national exams

[zac's mum]

PlayfulFairy\" post_id=\"2078629\" time=\"1660630742\" user_id=\"2120:

Hi, does it mean the child will score higher if the examiners are smiling but another child will score lower if the examiners never smile?

Erm, this year the Examiners have their masks on. And seated 1.5m away. How to really tell if they are smiling or not?

But to answer your qn: it doesnt matter. For prelim oral, my son had a super grumpy examiner who curtly cut off his greeting, looked very disinterested and started whispering to fellow examiner immediately after son was dismissed. Son still scored 41/50 for a difficult (unexpected) topic. Don’t need to read too much into examiners’ moods.

[Mr.025413Clumsy]

Similar to the above question, does it make a difference if the examiner asks a few questions (2 or 3) versus many more questions? I got the sense that with more questions, the examiners are trying to get clarity and to ask for information because they are uncertain of the answers. With less questions, the student has elaborated more extensively so less asking is needed? Thoughts?

[zac's mum]

Mr.Clumsy\" post_id=\"2078636\" time=\"1660632001\" user_id=\"135989:

Similar to the above question, does it make a difference if the examiner asks a few questions (2 or 3) versus many more questions? I got the sense that with more questions, the examiners are trying to get clarity and to ask for information because they are uncertain of the answers. With less questions, the student has elaborated more extensively so less asking is needed? Thoughts?

In the same 41/50 example above, for CL qn2 my son was asked “besides the example given in the video, what other method could teachers use to…?” He gave his reply with short elaboration on why. Examiner asked the follow-up qn: “And besides the method u just talked about, any other method…?”

[Son thinking sure fail, first answer not satisfactory.] Replied with another method and elaboration on why. No big damage.

I think the Examiners are just trying to keep up their end of the conversation? It IS a conversation after all, not a Q&A session with the most marks awarded to the best answer.

[chenlaoshi]

Mr.Clumsy\" post_id=\"2078636\" time=\"1660632001\" user_id=\"135989:

Similar to the above question, does it make a difference if the examiner asks a few questions (2 or 3) versus many more questions? I got the sense that with more questions, the examiners are trying to get clarity and to ask for information because they are uncertain of the answers. With less questions, the student has elaborated more extensively so less asking is needed? Thoughts?

The no. of prompting questions and how the candidate respond will affect his/her grading for the content component (15 marks) of the oral conversation (30 marks). There's a rubric that examiners will grade according to.

13-15：需要极少的引导 + 能够做出全面的回应和充分地扩展个人看法
10-12：偶尔需要引导 + 能够做出全面的回应和扩展某些看法
7-9: 经常需要引导 + 能够做出充分的回应和扩展某些看法
4-6: 需要不断地引导+ 能够做出一些回应却无法扩展看法
1-3: 需要不断地引导+ 几乎无法回应

[Mr.025413Clumsy]

chenlaoshi\" post_id=\"2078642\" time=\"1660633275\" user_id=\"162894:

The no. of prompting questions and how the candidate respond will affect his/her grading for the content component (15 marks) of the oral conversation (30 marks). There's a rubric that examiners will grade according to.

13-15：需要极少的引导 + •\t能够做出全面的回应和充分地扩展个人看法
10-12：偶尔需要引导 + 能够做出全面的回应和扩展某些看法
7-9: 经常需要引导 + 能够做出充分的回应和扩展某些看法
4-6: 需要不断地引导+ 能够做出一些回应却无法扩展看法
1-3: 需要不断地引导+ 几乎无法回应

Thank you, chenlaoshi. Based on this, it would seem that if the student is able to articulate himself clearly and express his opinions with minimal help, then he would be asked less questions. But if the student is facing difficulties expressing himself and thus requires more guidance, he would be asked more questions to tease out the answers.

Am I over-reaching? Just trying to get a sense of how these Orals work. I know I know... it's all said and done, but this is for future reference

[zac's mum]

Thx chenlaoshi.


DS indeed got 12/15 for 内容 (one clarification required). And 13/15 for 表达.

[Mr.025413Clumsy]

zac's mum\" post_id=\"2078639\" time=\"1660632459\" user_id=\"53606:[quote=\"zac's mum\" post_id=2078639 time=1660632459 user_id=53606]
In the same 41/50 example above, for CL qn2 my son was asked “besides the example given in the video, what other method could teachers use to…?” He gave his reply with short elaboration on why. Examiner asked the follow-up qn: “And besides the method u just talked about, any other method…?”

[Son thinking sure fail, first answer not satisfactory.] Replied with another method and elaboration on why. No big damage.

I think the Examiners are just trying to keep up their end of the conversation? It IS a conversation after all, not a Q&A session with the most marks awarded to the best answer.[/quote]

So true. I agree that this is not an examination of the student's knowledge but rather his/her ability to converse and engage in conversation. Therefore, I also agree that there's no right or wrong response to the questions. What is more key is the student's ability to speak fluently and articulate his/her thoughts clearly.