Australian Professional Standards for Teachers

Providing feedback


About this Illustration of Practice

In a year 12 English class, the teacher provides individual feedback to students on a recent written English task. The teacher addresses specific issues students are having and provides timely and pertinent feedback to assist them in their learning. Tasks are allocated to students individually. These tasks are based on the students' performance in recent 'learning outcomes' and so are targeted to strengthen identified areas of weakness in each student's work. This feedback will enable students to gain a better understanding of the requirements for the end of year exam.

Standard 5
Assess, provide feedback and report on student learning
Focus area 5.2
Provide feedback to students on their learning
Career stage
Proficient
Descriptor
Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
  1. What feedback strategies do you use to ensure students understand the requirements of learning tasks?
  2. What data do you use to support the delivery of feedback to students?
School
Our Lady of Mercy College
Victoria
Year level
Year 12
Related subject
English
Stage of schooling
Secondary
School type
Non Government
School location
Metropolitan
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Our Lady of Mercy College is a Catholic school for girls in the inner northern metropolitan area of Melbourne. It has a school population of approximately 1,100 students in Years 7–12. The school has a strong professional learning culture, with a focus on peer mentoring, coaching and collegial activities. Timely, targeted feedback to students is seen as an important part of the learning and teaching process. During 2011, the College implemented strategies and professional development sessions that focused on how to provide effective feedback to students. One of the emerging ideas from this was that students often do not consider that 'general class feedback' applies to them. More focus on one-on-one conversations and targeted feedback emerged from these findings. 

Content provider
Organisation
Catholic Education Office Melbourne (CEOM)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.