Photographic and Digital Media Years 7–10: Advice on Programming and Assessment
3.5Sharing Learning and Assessment Intentions
Students must be aware of what they need to do to demonstrate evidence of learning. This information could be conveyed informally or formally by the teacher, as appropriate for the learning activity. Students should be informed of the criteria that will be used to assess their learning. They should be clear about the meaning of the language used, and the subject-specific terminology. They also need to be clear about any sources or stimulus material that are appropriate to the activity.
It may be helpful to give students models of good responses and templates, or procedures to help them demonstrate the extent of their knowledge, understanding and skills.
3.6Effective Feedback to Students
The aim of feedback is to communicate to students how well their knowledge, understanding and skills are developing in relation to the outcomes. Feedback enables students to recognise their strengths and areas for development, and to plan with their teacher the next steps in their learning. They are then given opportunities to improve and further develop their knowledge, understanding and skills.
Teacher feedback about student work is essential for students and is integral to the teaching and learning process. Student self-reflection and peer evaluation can also provide valuable feedback to students. Students should be provided with regular opportunities to reflect on their learning.
focus on the activity and what was expected
be constructive, providing meaningful information to students about their learning
identify and reinforce students’ strengths and state clearly how students can improve.
Forms of feedback include:
oral discussion with class, groups or individual students
general comments to the class about those aspects of the activity in which students excelled and those aspects that still need addressing
examples of good responses
peer evaluation and self-evaluation.
3.7Recording Evidence for Assessment
Recording student performance needs to be manageable. Teachers should make decisions about which aspects of student performance on an activity should be recorded, and in what format. The teacher can use this information to ascertain students’ progress, what needs to be taught next and to what level of detail, and to form a judgement of student achievement at key points.
Record-keeping should reflect the reporting processes of the school and may take the form of individual comments or notations, marks, grades or visual representations for the activities.