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Providing quality feedforward to students for improved HSC performance

Providing quality feedforward to students for improved HSC performance. Karen Yager Knox Grammar yagerk@knox.nsw.edu.au. Metacognition.

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Providing quality feedforward to students for improved HSC performance

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  1. Providing quality feedforward to students for improved HSC performance Karen Yager Knox Grammar yagerk@knox.nsw.edu.au

  2. Metacognition ‘If our aim is to improve student performance, not just measure it, we must ensure that students know the performances expected of them, the standards against which they will be judged, and have opportunities to learn from the assessment in future assessments’(Wiggins, 2002).

  3. Importance of Feedback “An expert teacher, mentor or coach can readily explain, demonstrate and detect flaws in performance. He or she can also identify talent and potential, and build on these. In contrast, trial and error learning or poor teaching are less effective and take longer. If performance flaws are not detected and corrected, these can become ingrained and will be much harder to eradicate later. Learners who don’t receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress” (Dinham, Feedback on Feedback, 2008).

  4. Effective Feedback • Precise • Strategic • Timely • Frequent (Holmes & Papageourgiou, 2009) • Encourages students to make the difference and do resubmits • ‘Insert word’

  5. Key Ingredients • Focussing on the key concepts and demands of the rubrics • Notes from the Marking Centre • Annotated exemplar responses

  6. Imaginative Writing • Writing is a craft that can be learned and transformed to become artistry! • Explicitly focus on the craft and artistry!

  7. Section II: Notes from Marking Centre • ‘They demonstrated structural complexity, cohesion, the use of an authentic, sustained and engaging voice…mechanics of language, punctuation, sentence structure and paragraphing were applied skillfully in these responses’ 2007 Feedback. • ‘They explored the ways relationships contribute to a sense of belonging with insight, complexity and/or subtlety. These responses displayed originality and artistryand the mechanics of language were applied skillfully’ 2009 Notes from the Marking Centre.

  8. Feedforward • Cohesion: • The idea • Setting • Motif or extended metaphor • Voice: • Writing from experience • Word choice • Characterisation

  9. Feedforward • Subtlety: • Tension • Ambivalence • Voice: • Writing from experience • Word choice

  10. Feedforward • Mechanics/Artistry: • Syntax: varying length and beginnings • Imagery: figurative devices/synathaesia • Sound: euphony, discordance, disruption • Verbs not adjectivous

  11. There’s a nothingness on the horizon that watches and waits. Nothing. I turn around and look back at the empty beach. There is no other place I want to be. I see a set coming. Digging deep into the ocean I gain speed and push my way onto the wave. A great force pushes me on and on. A huge rush of adrenalin kicks in as I stand up and fly down the glassy face. For that split second nothing else matters. No thoughts in my mind about school or my future or anything. All that matters is here on this wave. I don’t care what will come next…

  12. Activities • Flash fiction – 50 words with a motif and key idea • The senses • 12 word novels • A newspaper headline or recent event • Using writers to model effective writing: http://www.randomhouse.co.uk/vintage/offthepage/extracts.htm

  13. Extended responses • Candidates who clearly understood the purpose of their texts were able to demonstrate conceptual understandingand respond personally. • High-range responses used key terms particular to their focus area to create their own thesis, and displayed an ability to evaluate and analyse. • Better responses developed a thesis which demonstrated a strong conceptual understandingof the module and the elective.

  14. Extended Responses • Conceptual understanding: • The thesis or line of argument • In response to the question • The framework and drivers for extended responses • Integrates the response • Support and challenge

  15. Extended Responses • Analyse: • Begin with the idea or meaning first to avoid the shopping list • Explain and evaluate the meaning and impact of the feature • Integrate into the analysis and evaluation of the text/s

  16. Developing a Thesis • Strong opening paragraphs that introduce clear lines of argument or theses that directly address the question. • A response that is driven by a thesis connected to the question. Each successive point must further the thesis through textual analysis and support. Support and even challenge the thesis through the analysis of the text/s. • Precise topic sentences that are connected to and build on the thesis. • Judicious textual support: it is better to use detailed, relevant examples from the text/s than spurious, shallow examples.

  17. Support • Mind maps • Comparison/contrast tables • Generic responses and then spotlighting • Timed opening paragraphs • Topic sentences • Connecting paragraphs

  18. Support • Use Notes of the Marking Centre as a model • Analyse the data: mean and standard deviation • High expectations • Explicit targetting

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