02.ExplicitQualityFeedback

EXPLICIT QUALITY FEEDBACK formulated at Extended Exec Term 3 2009.
To enable Explicit Quality Feedback to happen for students in Stage 6.

1.Pre- task preparation
=2. Before the exam/task= Give Feedback in regards to the expectation of the task and how feedback will happen post exam. Whole Course explicit assessment outcomes and criteria articulated verbally and in written expectations to all students. Ensure equity. Clear and transparent expectations of task Explain how feedback will be given ie will it be in a written comment, exam rubric etc, verbal etc Detailed Notification before the Exam or Task

=3. Post task explicit quality feedback.= 1. Assessment task explicit. Criteria guidelines/mark criteria 2. Marking guidelines (mark) include correct answers/multiple choices. Standards marking 3. Comments 4. Individual feedback (where possible) 5. Mark/statistics/data (big picture). Carefully 6. Sample responses. 7. Verbal comments/Vid 8. Peer evaluation 9. Intranet feedback

=4. How do you know your teachers are doing this?=

1. Faculty meeting 2. Sign-off 3. Supervision and clearly communicated expectations of Stage 6 teachers.

=Looking Back .....For Starters Year 12 Exams= = = =Feedback Student Speak..... " Real or Perceived" this is what has been said.=

"I just got a mark and a few ticks"

"I was not sure what I got the marks for and where I need to improve"

" i don't know how or what to study for to get a better result"

" Student one got a better mark than student two and I don't know why?"

"I was told I wrote so badly in the first section it was difficult to mark"

"A section of my exam was lost" and "the mark recorded on the teachers roll was different to what i got"

"The other class had time to go over what was in the exam.. our class did not do that"

'There were mistakes in the marking' ...'remarked and still wrong'.

' I looked at the sample papers on the board of studies and the question i had marked wrong, is recorded as being right?"

'I want to do better, but I don't know how"..

"The mark is recorded differently to the grade on the marking sheet (rubrick).

"I got lots of ticks, but my mark is not very good and I don't know what that means?" " I want to now what I need to do!"


 * Food for THOUGHT!

1.A little bit of a group activity.. answer individually! Then bring together!

On post-its....Tell us what does "Explicit quality feedback look like?" Use more than one post-it.

Bring all post-its and group into common ideas. Agree on a set of explicit guidelines to lead your team!

2.Share your "Explicit Quality Feedback" sample...

How does it fit our agreed guidelines?

How will you share this with your team..how we monitor the HSC. What have we learnt to move forward in Assessment for learning?**