5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
I found this newsletter from DECD and the references therein to provide very useful advice on student feedback that I have since adapted into my teaching. With any sort of assessment, either formative or summative, I always try to give feedback as soon as possible. Where possible this would be at the conclusion of a formative task where I will often work through the answers as a group. If it is a task that requires me marking it personally as most summative tasks would , I will always endeavor to have marks and feedback ready for students the next day. Having this immediate feedback is beneficial as having a good mark can raise students confidence and have a positive effect on the next learning task. Getting a mark that the student is not satisfied with may drive them to work harder to improve their mark on the next assessment to get their grades up to where they want them.
“Peter provided instant feedback to students by going through the answers to all questions/exercises given to students and provided them with opportunities to seek clarification. He marked some assessment work and provided relevant and appropriate feedback.”
“Due to the time frame available, Peter had to mark the test overnight to provide the necessary feedback to students before the completion of his prac and the end of term. This was a realistic situation, which often occurs during the school term and entails after hours work followed by report writing.”
I found this newsletter from DECD and the references therein to provide very useful advice on student feedback that I have since adapted into my teaching. With any sort of assessment, either formative or summative, I always try to give feedback as soon as possible. Where possible this would be at the conclusion of a formative task where I will often work through the answers as a group. If it is a task that requires me marking it personally as most summative tasks would , I will always endeavor to have marks and feedback ready for students the next day. Having this immediate feedback is beneficial as having a good mark can raise students confidence and have a positive effect on the next learning task. Getting a mark that the student is not satisfied with may drive them to work harder to improve their mark on the next assessment to get their grades up to where they want them.
“Peter provided instant feedback to students by going through the answers to all questions/exercises given to students and provided them with opportunities to seek clarification. He marked some assessment work and provided relevant and appropriate feedback.”
“Due to the time frame available, Peter had to mark the test overnight to provide the necessary feedback to students before the completion of his prac and the end of term. This was a realistic situation, which often occurs during the school term and entails after hours work followed by report writing.”