# data[].attributes.body
Example A

·       Focus— Task, self-regulation

·       Comparison— Criterion-referenced

·       Function— Descriptive

·       Valence— Critical, but constructive criticism

·       Justification: This is a good example of giving feedback. The feedback directly points out the main issue of the report. The reflective question can stimulus student’s thinking and helps him to self-regulate his performance. It is a straightforward and clear feedback which contains elements of a good feedback.

Example B

·       Focus— Task, Process, self-regulation

·       Comparison— self referenced

·       Function— descriptive

·       Valence— Positive

·       Justification: This is an example of a good feedback. It does not only provide encouraging feedback, but also areas of improvement. The positive feedback is clear, and the suggestions are helpful in identifying the weakness which allow him to improve.

Example C

·       Focus— Task, the self

·       Comparison— Norm-referenced

·       Function— Judgmental

·       Valence— Positive

·       Justification: This is a bad example as it does not provide information about the student’s performance. It just describes it as the best in the class but we do not know how well the student performs or in what ways he is the best. Although the student may be happy when he receives the feedback, it does not help with the study or facilitate improvement or learning. Besides, the reward “free pass” for homework is actually a deprive of learning opportunity to the student, which teachers should never do.

# data[].attributes.headline
Group 6 (Yolanda Dong, Candice Zhen, Spencer Li, Linda Su, Vicky Lin)

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Group 6 (Yolanda Dong, Candice Zhen, Spencer Li, Linda Su, Vicky Lin)

# data[].attributes.body
Part 1

Example A:

Focus – process, self-regulation

Comparison – criterion-referenced

Function – descriptive

Valence – critical, but constructive criticism

Justification:
This is an example of good feedback. The feedback pointed out the main problem of the answer and can be easily understood by student. The comments are clear and straightforward, it included the description of the improvement student can make. Besides, it contains a reflective question help student self-improve the report.

Example B:

Focus – process, self-regulation, the self

Comparison – self-referenced

Function – descriptive

Valence – positive

Justification:
This is an example of good feedback. The feedback used a positive attitude towards the report. It compared the report to the student’s previous writing. Also, the feedback pointed out the important points for student to make progress. It praised student first in a good mood so that student can accept teacher’s suggestion easily. This is an example that teacher consider a lot for student’s own emotions as a person.

Example C:

Focus – The self

Comparison – Norm-referenced

Function – Judgmental

Valence – Positive

Justification:
This is a good example of giving feedback. By using norm-referenced comparison in the feedback, the student can get huge encouraged. And by giving a “free pass” as a reward, the student may work harder in order to get the reward again.

Example D:

Focus – Process, Self-regulation

Comparison – Criterion-referenced

Function – Description

Valence – Positive

Justification:
This is good example of giving feedback. By identify the good part of the student’s work, the student will have a clearer recognize of the advantage of his/her work. By using the process focus, it may help student strengthen his/her advantage in future study.

Part 2

Example E:

You have a good content and creative ideas in your report. I really appreciate your effort and hard-working. However, your report was handed in a little bit late than the other students in class. Maybe you didn’t arrange your schedule well. If you have any problems in writing or studying, please do not hesitate to find me directly and I will help you with your work. Maybe next time, you can make a study list for your homework so that you will finish your report on time. I hope this would help you.

# data[].attributes.headline
Group 5 (11E) (Christie, Joyce, Rosetta, Natalie, Janice, Bobo)

# data[].attributes.subject
Group 5 (11E) (Christie, Joyce, Rosetta, Natalie, Janice, Bobo)

# data[].attributes.body
Part 1:

A.      Focus: task, process, self-regulation

Comparison: criterion-referenced

Function: descriptive

Valence: critical, but pointing forward

Justification: This is not a very good feedback. The feedback stated that the student’s work did not attain the requirement to be convincing. It also includes a question encouraging the student to improve his work but the question is a bit vague. The aspect for improvement is not mentioned in the question. The student can know that he did the work wrongly, but he may not know what and how to improve.

B.      Focus: task, process

Comparison: self-referenced

Function: descriptive

Valence: positive

Justification: This is a demonstration of good feedback. It recognises the student's effort, as in "the report is better than your last one." It's good to compare student's achievement to previous performance. This feedback also includes how the student can further improve his/her work in the future.

C.      Focus: Task

Comparison: Norm-referenced

Function: Judgemental

Valence: critical but not constructive

Justification: In the feedback, the student’s work is commented as “best of the class”. Undoubtedly this feedback is a praising and can bring sense of satisfactory to him/her. However, the feedback didn’t point out parts that the student did well, or parts that needed improvement. The students is unable to learn from the feedback. Also, rewarding the student with a “free pass” on homework seems somehow unfair to other students. Homework can be seen as a way to learn and practice. Giving him/her a “free pass” on homework is actually not a good reward as it took away his/her chance to learn and practise.

D.     Focus: Task

Comparison: Criterion-referenced

Function: Descriptive

Valence: Positive

Justification: This is good feedback as it points out what the student did well, highlighting the strengths of the assignment. The praise at the end of the feedback can also give the student a sense of accomplishment, prompting the student to remember that this type of work is what is expected and correct so that they can use it as a measurement for the next assignment.

Part 2:

Your report meets the standard of a good report. However, it would be much better and fair to other students if you could hand in on time as other classmates did. Please mark down what homework you need to hand in on the next day in your handbook to remind yourself to hand in homework on time.

# data[].attributes.headline
Qinxin, Fan  Qianru, Shi  Zimeng, Zhang  Xinlin, Wu

# data[].attributes.subject
Qinxin, Fan  Qianru, Shi  Zimeng, Zhang  Xinlin, Wu

# data[].attributes.body
A：

Focus— Task, Progress, Self-regulation

Comparison— Criterion-referenced

Function— descriptive

Valence— Critical, but pointing constructive criticism

Justification: This is an example of good feedback. It points out that the report is not convincing enough, which provides a hint for the student to improve the work. The reflective question helps student to self-regulate the performance.

B:

Focus— Task, Progress

Comparison— self referenced

Function— descriptive

Valence— positive

Justification: This is an example of good feedback. The feedback confirms the improvement of the report with comparison to the last one. It points out that the report meets the criteria of clear illustration. It also puts forward some suggestions for the student to polish the writing.

C

Focus—task, the Self

Comparison—Norm-referenced

Function— Judgmental

Valence— positive

Justification: This is an example of good feedback. The feedback confirms the excellent performance of the student with the rest of the class. It gives general praise and reward to the well-behaved student.

# data[].attributes.headline
Group 3 (Ann, Cassie, Alisa, Feli, Crystal, Claire)

# data[].attributes.subject
Group 3 (Ann, Cassie, Alisa, Feli, Crystal, Claire)

# data[].attributes.body
Example A

Focus- Task, self-regulation

Comparison- Criterion-referenced

Function- judgemental

Valence- Positive

Justification:

This is an example of good feedback. It mentions one of the criteria of the quality work, which is the convincing argument. It provides the direction for student to improve on his work. Also, the feedback contains a reflective question to encourage student to self-improve.

Example B

Focus- Task, Process, Self-regulation

Comparison- Self-referenced

Function- Descriptive

Valence- Positive

Justification:

This is an example of good feedback. It contains a reflective question to help the student self-monitor his work, which also facilitates the establishment of critical thinking on the topic of recycle. It also conducts a self-referenced feedback to define the improvement the student made comparing to his previous performance. It confirms descriptive functions to identify the strengths and weaknesses of the work, so the student has space to revise his work.

Example C

Focus-Task, the Self

Comparison- Norm-referenced

Function-Descriptive & Judgmental

Valence- Positive

Justification:

This is an example of unsatisfactory feedback. It confirms a general praise, gives a good grade and announces a positive consequence as the reinforcement of the excellent behavior, which stimulates students initiative of learning for the further exploration. However, it lacks descriptive functions to identify the strengths and weaknesses of the work, so there is no space for students to make improvement.

Example D

Focus- Task/ Process/ Self-regulation/ Personal

Comparison- Criterion-referenced

Function- Descriptive

Valence- Positive

Justification: It is an example of good statement. The feedback states out the strengthens of student’s work and how they contribute to the quality of work. At the end, teacher raises a reflective question to help students recalling the source of information. It could increase the credibility of student’s report.

Example E

Your revision to example E:

The idea of using bar chart to compare the difference on coffee consumption of countries is great. It shows a clear diversity between Western and Asian countries and the flow of structure is easy to follow. While the submission is a bit late, I am wondering whether there is any problems or difficulties which I could give a helping hand.