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.
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
As a preservice teacher on placement in a foundation year classroom with 25 students, consisting of a majority of boys. This placement was conducted in week two of term two, due to this the majority of students had very minimal reading abilities, as they had only just began to explore reading and blending sounds. Before I began the teaching of the unit I had to collect and interpret pre data to ensure the lessons covered what was need.
Due to this most feedback during their lessons and learning was given predominately orally to the students. However written feedback was placed in the students’ books and on their work. This was then orally discussed with the students. Throughout the duration of this placement, I was involved in the moderation of assessment marking, forming grades and collecting prior data.
As students completed their daily writing tasks/ English writing task and feedback was included from their assessment they would seek feedback from me and my mentor teacher. This was a daily occurrence and the students were custom to receiving this. It was observed that they thoroughly enjoyed this process. The school I was attending implemented a feedback program of two stars and one wish to all the subjects This required the two positives to be given about their work, with one thing that may need to be changed or adjusted next time. This feedback was required to be written however this was given to the students orally as well, to ensure they understood what was written. Written feedback is used due to it provides students with a record of what they are doing well, what needs improvement and suggested next steps. Effective written feedback also needs to be timely, written in a manner that is understandable to the student and actionable so that the student can make revisions. (NSW Government, 2021)
Over the duration of placement, I was able to observe the difference feedback given in a timely matter made on the students. Over the days the students work became harder to find any mistakes with. Once the students had reached the stage of completing assessment, it was observed that the feedback given was effective. However, after the first round of assessments were completed and marked the data displayed that the students had missed an important concept. This resulted in a change of lesson suddenly to ensure they all had a fair chance of understanding. My lesson was modified to a more hands on approach with a game to understand the concept. The students showed more engagement and
