Student A – Data Collection

Data Verbal or Student Response POSITIVE NEGATIVE

Collection written Observations next piece Observations from next
Point of work piece of work
Work Qu. 1 Where am I going? Verbal Student responded with identifying point  Student identified  Notes have been
Sample of activity. that the questions taken from
#1 were too difficult previous work
to answer which samples and
identifies a gap in compared to
learning (both current learning.
student and  Student is still
teacher) working at same
level as prior to
undertaking
placement.

Qu. 2 How am I going? Student responded that he had seen the  Reflected that the  No explanations of
Little Para River before. questions were written work
too hard. identify that
expanding on
knowledge is
limited.
Qu. 3Where to next? Student responded with wanting to find  Feedback was
out more about the Little Para River. process related –
highlighting to
begin with writing
in own words.
 Identified personal
success attempting
the task itself.
Data Question & Qu. type Verbal or Student Response POSITIVE NEGATIVE
Collection written Observations next piece Observations from next
Point of work piece of work
Work Qu. 1 Where am I going? Written / It is important for animals because there  Student has
Sample Verbal is a lot of food for the animals and if they applied feedback
#2 conference had no food they might die. from first lesson to
after expand on their
written The environment is important because answers
feedback sometimes I go there to think, and I went  Element of self-
there as a little kid with my parents. assessment to
encourage student
Verbal conference after written feedback autonomy and
and response from post it notes. Student responsibility of
responded in great detail which may have learning as they
be present in terms of vegetation and were replying to a
animals, however struggled to post-it note.
conceptualise.  Student completed
entire worksheet
as questions were
appropriate for
learning age.
Qu. 2 How am I going? Observations from student – feedback  Feedback  Identified learning
was task orientated and somewhat not activating student gap as student did
impacted for future goals of lesson. Need as an owner of not highlight
to be more specific in feedback learning while information was
intentions. increasing ‘certain’
effectiveness of
feedback. Student
sought help from
peers, instead of
coming to speak to
teacher.
 Qu. 3 Where to next? Student discussed feelings of  Use of appropriate  Student identified
achievement. language and that they just
inferred “know” and
Student was asked to consider why the knowledge from couldn’t further
environment might be important. prior knowledge evaluate findings.
Feedback is intentional to have student to and use of
be challenged in thinking. information from
internet sources.
Data Question & Qu. type Verbal or Student Response POSITIVE NEGATIVE
Collection written Observations next piece Observations from next
Point of work piece of work
Work Qu. 1 Where am I going? Verbalised Inclusion of positive feedback, but not  Student is relating  Self-orientated,
Sample feedback overpowering to keep intention clear. context to work therefore a
#3 and beginning to personal
bring own evaluation of the
meaning to ideas. student.
Misleading, and
may be incorrect.
Qu. 2How am I going? Highlighting what is important features  Student is
about posters and isn’t like normal developing
posters. Student identifies that there ownership of
wouldn’t be too much information and learning
that it needs to be eye-catching.  Shows recognition
of excursion
Feedback is specific but prompts students context to learning
to be challenged in their thinking. of why
environments
might be
important.
Qu. 3 Where to next? Goal for assessment is set and a criterion  Student shows  Student A made
for positive performance. understanding of observations of
why an LPR, yet wasn’t
environment 100% sure until
 might be given outlined
important steps from Miss G.

Data Question & Qu. type Verbal or Student Response POSITIVE NEGATIVE
Collection written Observations next piece Observations from next
Point of work piece of work
Work Qu. 1 Where am I going? Written Student was able to write location of LPR  Student undertook
Sample Rubric using in-depth information taken from feedback from
#4 previous research/analysis workbooks previous verbal
conference to
have an eye-
catching header.
 Took on feedback
to ensure using
words from the
question in their
answer.
Qu. 2 How am I going?  Student has taken
on feed
Qu. 3 Where to next? If student continued, I would involve  Goal-specific in
student in more question response learning and
activities and explicitly teach this. This accepts
would aid in more concrete answers, and responsibility for
student could apply even greater in-depth learning.
knowledge.  Directly related
LPR to the
importance of his
own home which
correctly relates to
achievement
standard of year
level.