Standard 5: Assess, provide feedback and report on student learning
5.1.1 Assess student student learning
5.2.1 Provide feedback to students on their learning
5.5.1 Report on student achievement
Student-specific feedback is exceptionally beneficial for the improvement of students learning in all academic areas. Studies prove that feedback is used in the classroom to enhance motivation towards learning, support reflection and clarify understanding (Poulos, A. 2008). Reporting on student achievement as expressed in standard 5.5 was taught within my placement through the teacher keeping small portfolios with students’ tasks and homework that would clearly represent academic development at the completion of the year. The initial idea that feedback only be given after summative tasks is an outdated perspective towards teaching. In order to benefit students learning, feedback must be provided regarding any formative task to ensure ongoing development in future work as expressed in standard 5.1; assessing students learning in future work. My understanding of providing feedback to students on their learning stated in Australian professional standard 5.2, was developed within my first practical experience.
Artefact 1: Two stars and a wish feedback
Artefact 2: Supervisor feedback
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On all classwork and homework exercises particularly English writing, my supervisor showed me the teaching strategy of two stars and one wish which is expressed in artefact 1 (AISTL, 2022). This strategy cancels the negative connotation that students feel towards feedback by taking a more positive approach to developing confidence in all schoolwork. This pedagogical approach to teaching coincides with the theory of behaviourism as desirable behaviour will be conditioned into students in regard to positive reinforcement. The theory of behaviourism ensures that learning is the conditioned response to external stimuli, in this case, constructive yet positive feedback (James, M. 2006) This theory connects with positive feedback ties in perfectly with my teaching philosophy of creating a safe and encouraging classroom where students feel confident to ask questions and work cooperatively. Both artefacts 1 and 2 are great examples of how to incorporate the 2 stars and 1 wish into students’ workbooks as well as examples of how to express this feedback in a constructive yet positive manner. Not only can this example of feedback be used from a teacher’s perspective, but it is a great way for students to develop self-reflection. It can be used for students to assess their individual work which ultimately develops self-awareness, and responsibility and provides a comprehensive view of personal progression (Poulos, A. 2008).
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