Standard+3.3.7

=Model effective and consistent oral and written feedback to ensure that reflection and encouragement are integral to all students’ learning. =


 * [|NSWIT Observation 3.3.7] **

For many years I have used a grid in order to give written feedback to my senior students when marking assessment tasks and most especially examinations[[|Yr 12 Exam Feedback]]. Most students find this written feedback useful. As you can see from this example, the student has annotated this feedback and worked with it to improve her examination technique.

My students then filled in their [|Yr 12 Trial Analysis] sheet which ensured that they look at their feedback and corrections and reflected on their strengths and weaknesses in order to enhance their learning and focus their efforts in preparing for their HSC exam.

Over the years I have refined this process and our faculty now uses the [|Personal Learning Plan] to help students reflect on their performance in tests/exams and devise a plan for improvement.

I suggested that this type of feedback be given to all our senior students. My Biology colleague decided this method of feedback enabled individual written feedback which would be helpful when students wanted to reflect on their strengths and weaknesses and see where they made errors in their responses. She has since adopted the same method.

In these [|Yr 11 Exam Feedback] sheets I marked questions 16-20 and my colleague marked 21-27.

Using these strategies to provide clear written feedback, sharing them with colleagues and having them adopt them, supports the fact that I model effective and consistent written feedback to ensure that reflection and encouragement are integral to all students’ learning. Providing students with a scaffold to carry out the reflection and analysis of their learning encourages the students to direct their learning for future success.

