Feedback
Effective feedback is an essential part of learning. It gives students a sense of achievement which motivates them
to learn more. It is also important to let students know when they have made a mistake so that they will learn from
it and take corrective measures.
Feedback Specifics for each Subject
1. Reading
understand main idea
distinguish fact from opinion
make inferences and predictions based on information in the text.
infer meanings of unfamiliar words
understand vocabulary (synonyms and antonyms)
contextualize
summarize/paraphrase information in the text
example: The student is able to read the passage and understand the main idea. At times he/she reads with
inappropriate pauses which hamper understanding. He/she is able to understand vocabulary by contextualizing.
He/she is able to make inference and predict information based on the text. He/she finds it difficult to
understand new phrasal verbs, expressions and phrases. He/she is able to paraphrase text. (Few lines on attitude
and teacher’s suggestions can be added).
2. Writing
write an essay with effective introduction, body with supporting ideas and details, examples, etc and
conclusion
write coherent and unified paragraphs (well organized essay)
write appropriate vocabulary and correct word forms
use of a variety of sentence structuring
writes accurate grammatical structures
example: The sudent should practise ‘word order’ while framing questions. He/she should also make use of
articles in writing. While writing, he/she should focus on subject and verb agreement, which means a singular
subject takes a singular verb and a plural subject takes a plural verb.
3. Listening
distinguish relevant from irrelevant information
identify speaker’s purpose and tone
identify vocabulary
identify connected speech
example: The student is able to understand most of the content. He/she finds it difficult to understand fast
speech. He/she is able to understand connected. He/she finds it difficult to understand new vocabulary so finds
the closest word with the similar pronunciation. He/she is able to know the mood of the speaker by the speaker’s
tone. (Few lines on attitude and teacher’s suggestions can be added).
4. Speaking
focus on the topic
discuss and respond to content of a reading or listening passage
use vocabulary appropriately
use grammatical structure appropriately
deliver effective oral speech
example: The student adheres to the topic but occasionally digresses. He/she is able to come back to the main
topic even though he/she deviates. He/she is not very comfortable in discussing given topics and responds with
monosyllables. As he/she she has a wide range of vocabulary, he/she is able to use a variety of it in conversation.
He/she is able to frame grammatical structures but makes errors with be verbs, subject verb agreement, model
verbs etc (specific areas of difficulty). He/she is displays confidence while speaking. (Few lines on attitude and
teacher’s suggestions can be added).
5. Vocabulary
identify subtle nuances of word meaning with accuracy and appropriate usage of words
usage of accurate spellings
provides appropriate synonyms and antonyms
identify use of word formation
usage of prefix and suffixes.
Identify verbs from phrasal verbs and the difference in meaning.
example: The student is able to understand and identify the different meanings of a word by contextualizing.
He/she is able to appropriately spell words that are homonyms. He/she is able to give synonyms for words
accurately. He/she also incorporates new vocabulary taught into her writing and speaking with excellent
accuracy. (Few lines on attitude and teacher’s suggestions can be added).
6. Grammar
sentence structuring (parts of speech, clauses, etc)
identify usage of –ed words (past verbs vs. adjectives)
usage of ‘be’ verbs
usage of subject verb agreement
identify and use of gerunds and infinitives
identify verbs tense and passive form.
appropriate usage of subject and object pronouns
appropriate usage of quantifiers.
example: The student is able to make sentences but with a few grammatical errors which do not impede
understanding. He/she gets confused between past verb tense and adjectives. He has understood the concept of
subject verb agreement and is able to use it appropriately. He/she uses quantifiers inappropriately. (Few lines on
attitude and teacher’s suggestions can be added).
