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    During the placement, students were given a project for technology and design. They were tasked to research, design, produce and evaluate a musical instrument. Each student had 3 weeks to complete. In the first week (and second) of term 4, students presented their instruments to the class and and gave their tasks sheets to me to mark. The task sheets provided a lot of information (at times) about the students process. The two exemplars show the comments that I tried to give to most students. By providing students with their results in week 3 of term, I was able to give them generalised verbal feedback, and personalised written comments. I tried to follow the structure of positive-negative-positive for the comments given. I had my mentor help me with some comments, where I couldn't find much positive in the work provided (little evidence in their work sample). I was directed to commenting on things such as spelling, neatness and effort. When marking I looked at the overall, how the sample compares with previous work. I then moved to sectional; the product on its own, how each section answers the questions/directions, and how the section compares with other samples in the classes. Making sure the results were consistent was the most time consuming part of marking, as I needed to consistently go between the work samples. By having the assessments marked and returned in a two week period, staff of the two classes can see where they need to work with the students in the remainder of the year, or the next.

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    During the placement, students were given a project for technology and design. They were tasked to research, design, produce and evaluate a musical instrument. Each student had 3 weeks to complete. In the first week (and second) of term 4, students presented their instruments to the class and and gave their tasks sheets to me to mark. The task sheets provided a lot of information (at times) about the students process. The two exemplars show the comments that I tried to give to most students. By providing students with their results in week 3 of term, I was able to give them generalised verbal feedback, and personalised written comments. I tried to follow the structure of positive-negative-positive for the comments given. I had my mentor help me with some comments, where I couldn't find much positive in the work provided (little evidence in their work sample). I was directed to commenting on things such as spelling, neatness and effort. When marking I looked at the overall, how the sample compares with previous work. I then moved to sectional; the product on its own, how each section answers the questions/directions, and how the section compares with other samples in the classes. Making sure the results were consistent was the most time consuming part of marking, as I needed to consistently go between the work samples. By having the assessments marked and returned in a two week period, staff of the two classes can see where they need to work with the students in the remainder of the year, or the next.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    29 views2 pages

    Providing Feedback

    Uploaded by

    Kirstee Birch
    During the placement, students were given a project for technology and design. They were tasked to research, design, produce and evaluate a musical instrument. Each student had 3 weeks to complete. In the first week (and second) of term 4, students presented their instruments to the class and and gave their tasks sheets to me to mark. The task sheets provided a lot of information (at times) about the students process. The two exemplars show the comments that I tried to give to most students. By providing students with their results in week 3 of term, I was able to give them generalised verbal feedback, and personalised written comments. I tried to follow the structure of positive-negative-positive for the comments given. I had my mentor help me with some comments, where I couldn't find much positive in the work provided (little evidence in their work sample). I was directed to commenting on things such as spelling, neatness and effort. When marking I looked at the overall, how the sample compares with previous work. I then moved to sectional; the product on its own, how each section answers the questions/directions, and how the section compares with other samples in the classes. Making sure the results were consistent was the most time consuming part of marking, as I needed to consistently go between the work samples. By having the assessments marked and returned in a two week period, staff of the two classes can see where they need to work with the students in the remainder of the year, or the next.

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    © All Rights Reserved
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