Provide feedback to students on their learning
PROFICIENT 5.2.2
Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
EVIDENCE
The purpose of providing feedback to students in the classroom is to 'improve students performance' (Reyonds, 2011). Feedback is a consequence of performance or behaviour and can be in the form of encouragement, corrective information and/or strategies, or clarification (Hattie, Timperley. 2011). It is important for students, like everyone, to know how they are going throughout their learning and to have the ability to evaluate, correct their work and gain greater understanding. Student feedback promotes confidence in ability, motivation and engagement and can be 'one of the most powerful influences on learning and achievement' (Hattie, Timperley. 2011). The benefits include students learning from their mistakes and students having a higher level of understanding of what the task is and how to achieve it, which means less confusion and positive attitudes towards tasks. In order for feedback to be most effective it not only needs to be timely but also specific, clear, frequent and appropriate. For example, delaying feedback can allow students time to complete the task incorrectly developed unproductive habits, this could result in your feedback having a negative effect. Above all, for students to respond to the feedback positively it needs to be done in an environment that is safe and non-threatening and in a way that encourages the student to revisit their work with specific direction and positive attitude. This may be done through strategies such as scaffolding tasks or simply some positive prompting and encouragement.
Evidence of digitally marking
This is a made up example of my skills with digitally marking using a word document. In a normal marking situation I would just use one or two of the features as it may be more of a distraction and a little confusing when returned. I did really like the fact that you could colour code your corrections, for example I have showed below all my spelling corrections are written in red and mistakes with capitals and lower case are pointed out with purple arrows.
Click on Mitch's Assignment to view as a word document
PROFICIENT 5.2.2
Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
EVIDENCE
The purpose of providing feedback to students in the classroom is to 'improve students performance' (Reyonds, 2011). Feedback is a consequence of performance or behaviour and can be in the form of encouragement, corrective information and/or strategies, or clarification (Hattie, Timperley. 2011). It is important for students, like everyone, to know how they are going throughout their learning and to have the ability to evaluate, correct their work and gain greater understanding. Student feedback promotes confidence in ability, motivation and engagement and can be 'one of the most powerful influences on learning and achievement' (Hattie, Timperley. 2011). The benefits include students learning from their mistakes and students having a higher level of understanding of what the task is and how to achieve it, which means less confusion and positive attitudes towards tasks. In order for feedback to be most effective it not only needs to be timely but also specific, clear, frequent and appropriate. For example, delaying feedback can allow students time to complete the task incorrectly developed unproductive habits, this could result in your feedback having a negative effect. Above all, for students to respond to the feedback positively it needs to be done in an environment that is safe and non-threatening and in a way that encourages the student to revisit their work with specific direction and positive attitude. This may be done through strategies such as scaffolding tasks or simply some positive prompting and encouragement.
Evidence of digitally marking
This is a made up example of my skills with digitally marking using a word document. In a normal marking situation I would just use one or two of the features as it may be more of a distraction and a little confusing when returned. I did really like the fact that you could colour code your corrections, for example I have showed below all my spelling corrections are written in red and mistakes with capitals and lower case are pointed out with purple arrows.
Click on Mitch's Assignment to view as a word document
Evidence of book marking
This example is from a year 4 student. They were ask to complete the following task:
Write a narrative based stimulus provided (picture of a rainforest). The students were encouraged to use the seven steps to writing success and told they were to focus on using conjunctions in their sentences. Students were asked to underline the conjunctions they used.
A list of conjunctions was displayed and referred to in the instructions.
Using my stamp to mark concepts of print. I stamp and tick with the student as we talk about each of them together.
Most KLAs I mark the assessment task using a simple rubric. This is pasted to their work and highlighted.
Evidence of effective feedback
This student wrote a the first time not in the lines and condensed in a tight space. was given verbal feedback on writing across the page in the lines.
Second attempt was praised for writing in the lines and given feedback on spaces.
Third and forth attempts feedback was reiterated about spaces, lines and formatting tall and tale letters correctly.
Fifth attempt this student applied the skills of writing in the lines, correct letter formation and space after following feedback.
REFERENCES
Hattie, J.,Timperley, H. (2011) The power of feedback. Review of educational research 2007 77:81. DOI 10.3102/003465430298487. retrieved from:
education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf
Reyonds, L (2013) Giving student feedback: 20 tips to do it right. Informed, OpenCollages. Retrieved from: www.opencolleges.edu.au/informed/features/giving-student-feedback