Dec 4, 2009
Parent's worry
<!-- by line --><!-- end by line -->
<!-- end left side bar --><!-- story content : start -->
'To band the kids even before teachers can fully determine their understanding of basic concepts learnt in preschool years may lead to a false impression of their real abilities.'
I REFER to Mr Lewis Wong's comment last Saturday, 'Unfair to stream at early stage'.
My two sons had to sit for orientation tests in English and mathematics, each lasting between 45 minutes and an hour, before they were allocated classes.
Like Mr Wong, I feel such tests are unfair because they fail to take into account differing levels of maturity, attention span and familiarity with paper-and-pen tests among pupils.
The rationale that banding allows for a more targeted approach in teaching pupils of different abilities can be appreciated, but to band the kids even before teachers can fully determine their understanding of basic concepts learnt in preschool years may lead to a false impression of their real abilities.
During the orientation programme that my second son attended recently, the principal defended the school's stand in setting 'difficult' papers on the grounds that they needed to stretch the pupils' potential. As much as it is the duty of any educational institution to stretch students' potential, the means of doing so should not penalise those who are not yet ready or are just beginning to grasp new concepts.
Perhaps the Ministry of Education should clearly state the guidelines concerning assessments in Primary 1 and Primary 2 because different schools seem to interpret the Primary Education Review and Implementation committee's report differently, with some apparently running counter to what the public has been told.
Yurni Said (Ms)
Parent's worry
<!-- by line --><!-- end by line -->
<!-- end left side bar --><!-- story content : start -->
'To band the kids even before teachers can fully determine their understanding of basic concepts learnt in preschool years may lead to a false impression of their real abilities.'
I REFER to Mr Lewis Wong's comment last Saturday, 'Unfair to stream at early stage'.
My two sons had to sit for orientation tests in English and mathematics, each lasting between 45 minutes and an hour, before they were allocated classes.
Like Mr Wong, I feel such tests are unfair because they fail to take into account differing levels of maturity, attention span and familiarity with paper-and-pen tests among pupils.
The rationale that banding allows for a more targeted approach in teaching pupils of different abilities can be appreciated, but to band the kids even before teachers can fully determine their understanding of basic concepts learnt in preschool years may lead to a false impression of their real abilities.
During the orientation programme that my second son attended recently, the principal defended the school's stand in setting 'difficult' papers on the grounds that they needed to stretch the pupils' potential. As much as it is the duty of any educational institution to stretch students' potential, the means of doing so should not penalise those who are not yet ready or are just beginning to grasp new concepts.
Perhaps the Ministry of Education should clearly state the guidelines concerning assessments in Primary 1 and Primary 2 because different schools seem to interpret the Primary Education Review and Implementation committee's report differently, with some apparently running counter to what the public has been told.
Yurni Said (Ms)
