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Personal
(doesn't refer directly to the task itself)
Task
(tells learners directly what is right/wrong; what to correct)
Process
(tells how to do it better)
Self-regulation
(prompts learners to make judgment on own work against success criteria)
*There is no 'better' level of feedback.
It all depends on the students' needs so as teachers, we need to provide the level of feedback that is the most appropriate.
Exemplars
(Zoom out if you are unable to see the last column on self-regulation)
EL
Task/Context:
"Tendency for presenters to swallow their words at times."
Personal
Task
"Uneven delivery with mistakes in word and sentence stress."
Process
"Would have been helpful to insert subtitles."
Self-regulation
"Call to action is missing - what do you think the viewer is expected to do after watching the vlog?"
"What type of serve and where will you serve to so that you gain an advantage or it decreases the opponent's chances of success?"
"When you have possession of the ball, what are your options and why?"
(after a run) "What are some considerations if you are to run faster for the same distance? or maintaining this speed for a longer distance?"
"What is the objective of this experiment?"
"What is the significance of the results or calculated answer?"
"How do you know if your explanation is sufficient? What is lacking?"
What is another way to solve this equation/problem?
How will you know that your answer is correct?
Sec 3 Exp/NA students were supposed to produce a vlog and promote hawker culture heritage in Singapore for WA in 2019.
Assessment areas:
1. Delivery: Rhythm & fluency, pronunciation, understanding of purpose, audience, context and culture.
2. Content: Research, development, clarity, relevancy and interview.
"Some cinematic takes of the sky and plants were not necessary."
"There was giggling and reference to the script."
"An impressive project!"
"Limited content due to inadequate research done."
"Tense and SVA errors."
"The video is too short"
"Could have made the interview more engaging."
"More educational information could have been given about the hawker centre you visited."
PE
Science
Math
Math
"Good pass!"
"Great shot!"
"Answers are well written."
"Examples are adequate"
"Good effort."
"Poor attempt."
"You need to bend your knees more."
"That was a good run, under 10 minutes."
"Good and relaxed running posture."
(bounce pass) "Push the ball downwards, from waist level, 2/3 the distance away from you."
"Missing keywords/phrases."
"Show your formula/working."
"Use pencil for drawings."
"Vet your work before submission."
(Pause the game) "Is this the best position to receive the ball successfully from your team mate?"
(Pause the game) "Where should you move yourself to be in a better position to receive a pass from your team mate?"
"In this situation, think again what kind of pass will you choose to use so as to maintain possession?"
"What other ways can you increase your chances of scoring?"
(noticed player without the ball is not running to open space to support the player with the ball, pause the game) "How can you support your teammate with the ball?"
"Re-visit the topic again. Which concept/law do you think is associated with the question/task?"
(student recorded a value with the incorrect number of decimal placings.) "We need to consider the precision of the measuring instrument when we record."
Poor! See me!
Final answer not rounded off to 3 s.f.
2(x -1) = 2x + 2. Teacher circled '+' and indicated ''check sign''.
Explain why AB is the diameter of the circle using a circle property.
Choose one feedback from the above.
Make a suggestion on how another level of feedback can be given for the same task. Example: From task to process.
OR
create a new context and feedback
use your own student work and create a feedback of one or more levels
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