Page 32 - Teacher's Guide: My Own SBA Toolkit for CSEC English Examinations

Giving feedback
Understanding assessment criteria and acting on feedback is a way of encouraging students to reflect on what they have learned and how they will improve. Students already have access to the scoring rubrics on pages 63-68 of their Toolkit Spend a few minutes to explain each rubric at the start of the relevant activity This will empower each student as they will be more aware of the standard of performance required to achieve top marks
Feedback
The means by which a student is able to gauge at each stage of the course how he or she is going in terms of the knowledge, understanding, and skills that will determine his or her result in the course
Source: (Scott, 2013)
Feedback is a two-way street Students also need the opportunity to give teachers feedback on the challenges they have encountered, some of the thoughts they have engaged with during their reflection sessions, and other relevant concerns. Feedback should therefore be a continuous process of conversation and reflection. This is why formative feedback is needed.
Students benefit from feedback as it provides:
1. confirmation of progression;
2 signposting, by tutors, to indicate whether students are on the right track;
3. information, based on the analysis of performance of a specific task, on how to
improve current and future pieces of work;
4 the opportunity to ‘close gaps’ and guide changes to drafts;
5 information to guide changes to students’ perceptions of their learning;
6 cues as to the standard or level the teacher requires; and
7 an indication of the teacher’s involvement with the content of the assignment;
more detailed comments signify greater involvement Source: Campbell, 2014
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My Own SBA Toolkit for CSEC English Examinations | Teacher’s Guide