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!!)




3 responses

23 04 2009

Some additional strategies that I will be undertaking with my year 12’s include:
– weekly homework based on 6 small tasks connected to past HSC papers and notes from the marking centre. Really getting to know what is on the BOS site and the key information from the syllabus.
– in class quizzes based on the syllabus – my subject is very syllabus driven so I have cut out key words and made sections of the syllabus into cloze passage activities.
– On going tasks based on areas of weakness – using past hsc papers and other examinations.
– John T suggested getting a copy of the best response for each question. I have typed up responses from their recent exam – one good, one average and one low/poor for each question. These will be give to students and discussed and they will be expected to improve upon their responses.
– I have made detailed notes on the exam paper – highlighted key words/terms/phrases for them. Showing them how to “unpack” the question.
– I have included syllabus references with the marking criteria – which they will be getting a copy of.

If you can think of other or additional ideas, I would love to hear them.

25 04 2009
nancy russo

Hi guys,

When I marked my Society and Culture Papers, I write comments on the students’ responses and indicate where terminology and concepts could have been included to strengthen responses.

I will be typing up the best essay response and as well as a response that was strong in content, concepts but took a lot of time getting into the point of the essay, thus wasting time under pressure and not presenting a fully integrated response thus falling short of a band 6 response. In that way, students can see how an essay can be improved.

For home work students will be asked to draw up an essay structure in response to the essays they did not attempt. They will need to have their copies of the syllabus with them as they set up the structure.

In the past I have typed up students introductory paragraphs and had them re- work each introduction to the same essay. Their introductions in the exam essays were much improved.


30 04 2009

Year 12 Ancient examination feedback involved the following strategies:

-A review/reflection sheet outlining marks, percentages and ranks. Requires students to reflect on what they succeeded in and the areas in which they need to improve. Space also provided for strategies as to how they can improve.

-EXTENDED RESPONSE- student marking of own work. After having marked them myself, I kept my marks separate to their papers. Explicitly explained what markers are ‘looking’ for in relation to the marking guidelines. Each student then corrected their own work, noting where they did well and what they needed to do to get into a higher band or improve their mark. When compared with my feedback and marks, they were pretty accurate with their own marking! This also gives students a chance to question the marking if they cannot see the of jutisification the mark they received. This did take some time, however students appeared to come to a realisation of what they need to be doing in order to achieve band 5/6 (I can only hope that they also appreciate more fully now, how long it took to mark 23 papers!).

-Mid range responses and those that received full marks were typed up (anonymously), given to students and discussed in class- particularly in reference to marking guidelines.


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