Australian Professional Standards for Teachers

Learning through feedback

About this Illustration of Practice

In a senior school Media class, the teacher uses a range of targeted feedback strategies to progress the students’ understanding of the requirements of an assessment task. He uses specific assessment criteria to provide teacher feedback, to enable peer evaluation and allow for self-reflection. Self-reflection at the beginning of the course is used to provide individual students an understanding of where they can improve. The teacher also uses data from previous external assessments to inform his feedback to students.

Standard 5
Assess, provide feedback and report on student learning
Focus area 5.2
Provide feedback to students on their learning
Career stage
Highly Accomplished
Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning.
  1. What feedback strategies do you use to ensure students understand what is required to make effective progress?
  2. Which data sources do you use to support the delivery of feedback to students?
Our Lady of Mercy College
Year level
Year 12
Related subject
The Arts
Stage of schooling
School type
Non Government
School location
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This school for girls is located in inner northern metropolitan Melbourne. It 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. Feedback from peers is included as part of the learning process in many classrooms.

Content provider
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.