‘Clare isa very professional teacher and this was clearly demonstrated during the entre ume that abe ‘ras a Brisbane Boyy College she always upheld the highest professional standards, Clare s very dedicated to being « teacher aod making a postive difference and this was evident during her time working with me. She was very well organised, and showed dedication and commitment when teaching and helping stedents. I was impressed with her innovative approach to learning as well as ber capacity to be flexible and accomodate students with different needs and abilities, Asse as teaching. She also to the popils. She bs «fast earner, but is also very open to suggestions and takes on board the fedback given to her. Clare got on very well with other staff and made a positive contribution to the staffroom and professional earning, "Glare semonstted that she bas the professional qualities tobe «very success teacher 5. Providing feedback ‘final grade wil tell a student about their current performance against the marking criteria, however detailed feedback sa powerful way to affect a student’ ability to achieve (Hattie & ‘Timperley, 2007) and can assist in improving future work. A way to effectively implement a feedback ‘system js to utilise three components: feed up, feed back and feed forward (Fisher & Frey, 2008).In the task sheet, there are spaces for feedback in five categories: General declarative and procedural knowledge); Gusiness Report (Format and language) (declarative knowledge); Presentation (Oral) & (Visual) (procedural) and Depth of analysis (procedural). These categories for feedback wil assist students to identify what they already know and where they sit amongst the standards and identifies any errors they may have picked up, Feed forward, that is, results from an assessment ‘22h allows teachers to modify instruction either for the individual student, or the entire cazs (Fisher & Frey, 2008), Feedback does rely ona student to look at it and take it on board for thelr ‘work. f they do not pay attention to it, feedback isnot likely to be effective and assist in improving thelwork couaeecws | 18man (GRaVeHMONERE! | Some evidence ot | Limited evidence of Ousandng | ABU | anevauton | anevton ‘evidence ofan ‘process that process that process that ‘evaluation process | — ieiSRESIA@ ‘measures the ‘measures the atmeasves te | aE | auterconaueot | shen nate t auinonscratro ot | taBBERAA | tascossment | toascossen’ | 4. tence Siategies tor | teasessment | IIOINRETRERER | foto, wrist proving | fle, wns proning |" Sr providing | folio, whist providing | (SGIERERIGSUBERIS | feedback to ‘eedback to Tac sraepes'o (ume | feedback o stdents | RRR students. students 3 das | Toa oe ‘demonstrates knowedge of soonest | EIST Interpreting student | ait GRTTaRHTE data to inform fuwre | CERES, techies 8 1S marks