From the syllabus:

Students working at both Ordinary Level & Higher Level should be able to:

• Make decisions based on the empirical rule

The assignment is distributed while making the learning intention and success criteria explicit. 

Types of Feedback

The example below shows effective feedback from the teacher (or a peer) can be shared using online comments.  The comments are structured using an example, scaffold and reminder prompts (Clarke, 2005).

Example prompt

An example prompt can be successful with all students, but particularly those who require additional support, e.g.:

• We know the normal curve diagram gives use the positions of 1, 2 and 3 standard deviations from the mean, however, we need to know where our values sit, which whole number of standard deviations  will our answers sit between?

Scaffold prompt

A scaffold prompt scaffolds the learning for students who need more support than a simple reminder, e.g.:

• Have you considered where these points sit on the diagram of the normal curve? Hint: Refer to the diagram of the normal curve from your notes.

Reminder prompt

A reminder prompt is most suitable for able learners, e.g.:

• In the first image below, the first sentence in the feedback would be a reminder prompt, "This should help with the second question"

Once the feedback has been acted upon, the student can resubmit the piece of work. At some point in the future the student may decide to include this piece of work in their showcase, if so they should reflect on why they chose this piece of work and include this reflection along with the piece of work in the showcase