Feedback – Yr 12 Examinations

7 04 2009

A recent discussion amongst KLA’s has been around the role of feedback in improving learning for our students. Feedback is a crucial ingredient for learning and we have been discussing the types, quantity and timing of feedback we are giving to our students. Some underlying questions for discussion around feedback are “Do our students know how they are going in each subject?” & “Do they get feedback on what they need to do to improve in each subject?” KLA’s are currently putting together ideas on the way they provide feedback in their subject areas and we will hopefully be able to link to those here shortly.

With Year 12 currently completing examinations Cathy recently shared some great ideas on ways to provide examintion feedback to students. For multiple choice, she has put the answers the students selected onto the examination and has included the syllabus area beside the question so students can link each question to the syllabus (see picture below). She plans to have students link future practice questions to the syllabus as part of their revision activities in a similar way.


This provides some great feedback for the students and the teacher as questions where a large number of students performed poorly can be examined as a class to breakdown any problem areas in exam technique or understanding of the content area. 

Have you got any other ideas on ways to provide meaningful feedback to students for examinations? Please add comments to this post and share your ideas. (A big thank you to Cathy for getting us started here!!)


Leadership and Learning

1 04 2009

I have just finished reading an article by Stephen Dinham and found it very useful in light of recent discussions here in my workplace.
The article, which is attached here, discusses various styles of leadership and their influences on student learning.
Here is an excerpt but if you get the chance, read the entire article.

We argued that an authoritative teaching style where high responsiveness is accompanied with high demandingness provides the best model for enhancing both student achievement and self esteem, and that a pre-occupation with building student self esteem through a permissive approach in the hope that this will translate into student achievement and development is counter-productive.”

Leasership-4 prototypes