Feedback for students

Feedback should be:

• Aimed at the student

• Reflective of the attainment level of the task

• Student specific (using the name of students where relevant)

  • Name used in the feedback needs to be the full name as seen on the report (eg. Jonathon instead of John)

• Task specific

  • General comments can be seen on the rubric

  • Give specific examples within feedback
    Rather than: You need to make sure to address all criteria
    Instead use: Ensure that you are considerate of your grammar and punctuation, as well as connecting to themes, as outlined in the rubric.
    OR
    Closely focus on utilising the correct scientific metalanguage, for instance combustion rather than set alight.

• Focused on improvements

  • You do not need to extensively list what the student has achieved, the rubric will show this. One sentence of ‘what the student has done’ is sufficient. The remainder of the comments should be focused on improvements.

  • You must provide at least two areas for improvement for the student

  • There is no need for personal accolades e.g. very well done, excellent work, etc.

• Inclusive of strategies where relevant

• Framed in a positive tone

• Written either in complete sentences or a series of dot points

• Maintaining the same tense throughout the entire comment

• PROOF READ BY YOUR BUDDY PRIOR TO BEING UPLOADED, AS IT IS A LIVE DOCUMENT AFTER RELEASE. IT IS YOUR PROFESSIONAL RESPONSIBILITY TO DO SO.

(Refer to Tips for generating feedback for personal proof reading to assist you.)

Inbuilt substitution of pronouns

Use the inbuilt substitutions to avoid using the wrong student name or spelling the name incorrectly when writing comments. The student’s full name should be used. Do not use nicknames or the abbreviated forms of names. Avoid the use of ‘they’ when referring to one student.

Feedback samples

Italian:

Emilie, you could improve in the area of pronunciation and practicing on a regular basis would be beneficial. Recording and listening to spoken Italian could also aid in the production of clear and accurate spoken language.

Psychology:

Jasper, I recommend that you revise the following topics before your exam: the definitions of stress, anxiety and phobias, the psychological processes related to the development and treatment of phobias, and the role of GABA. Continued practice at short answer questions would be a good idea.

English:

Tahlia, your response is able to look at three key ideas and consider how they are presented within both versions of 'The Great Gatsby'. Despite this, further emphasis is needed on specific examples and analysis. Ensure that you focus on the change or adaption in meaning as this is the foundation of the essay and the prompt you have been given. For instance, how does the mist adapt the meaning from the original use of rain? This comparison is important and needs to be considered regularly in your writing. As well as this, there are some sentences that read as unfinished and other grammatical errors, so be careful to re-read and edit your writing carefully prior to submission. You have connected to text construction and embedded evidence throughout which works well in the response.

Science:

Baxter, you showed a good ability to describe how tools and techniques can be used to manipulate DNA and to explain how biological knowledge is applied to bio-technical applications. To further improve your results, revise the use of more subject specific terminology in your answers and revise the steps in PCR and the function of taq polymerase.

Maths:

Jane, you should revise how to set up a probability distribution table and how to calculate binomial probability distributions. It is important that you are familiar with specific probability terminology so that questions are interpreted correctly. You should also work on being able to respond to problems in technology-free conditions.