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testing for students understanding, a form of feedback to teachers if they know well / not well, can be in form of summative or formative assessments. eg, students physical worksheets of their handwritten works/ sketches, verbal answers to oratory questions and tests

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As a form of reflective learning, students need to see/hear/summarise/present their understandings and learning

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Ensuring students keep to topic and key points, do not talk rubbish during peer discussions

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ensuring consistent discipline for different modes / topics of curriculum

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feed up (where am i going?). it is practiced in DT extensively as we unpack the rubrics and give examples of quality students work so that they have something to refer to. the nature of DT coursework also lands itself to feed forward (where to next?) as the students are expected to "do corrections" or make improvements to their work before submitting to the teacher again for checking.

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how to provide more "process level" and "self-regulation level" feedback. Often times, students think that once they have acted upon the feedback that we have given, they will automatically get better grades. this is not always the case as the students may sometimes misinterpret what is required

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appreciating feedback. most students dread being called out to have a one-on-one consultation session.

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my understanding of feedback (how am i going?) is actually more in tuned to feed up and feed forward.

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The nature of design and technology coursework has the answers to the following 3 questions for effective feedback Where am I going? (Feed up), How am I going? (Feed back), and Where to next? (Feed forward) as per attached on what we have been practising.

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This statement by students "I can use technology to access, store, and revisit feedback." in appreciating feedback makes me ponder how can I use technology to help students to better appreciate and manage the feedback given to them so that they can make improvements in order to not only reach their goals but also learn well.

Maybe using Edu tools like Floop may help.

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Peer and teacher review or feedback on students' journal may be a challenge when it comes to upper sec coursework as it is disallowed by SEAB to do so. Alternative ways of giving effective feedback by teachers on their journal are required. Peer reviews or learning may not possible.

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Students having the discipline not to delay in making improvement in their works based on the teachers' feedback as most of them will procrastinate. So remembering and organizing their outstanding improvement works are common challenges that coursework students faced.

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The 5 bubbles of the design model itself has a strong feedback component.  Using our rubrics and various questioning techniques like 5W1H, coupled with tools for evaluation, feedback becomes quite intentional.

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Students can forget quite quickly the necessary areas to focus on.  The thoughts I would have would be on Feed-up and Feed-forward, where continual reflections would be useful for me - how to better remind students to prepare what are needed, and how to think forward after receiving feedback on their work done.

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How to motivate students to do more self reflection as part of feedback and boldly step forward to that step, rather than wait for teacher to confirm their progress as they fear that the next step is not 'accurate' enough to want to proceed on.  The nature of feedback requires reply, but sometimes responses cannot come immediately, but students should still proceed on, as this is the nature of project work.

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discipline to focus and dive deeper into their own analysis and progress during the coursework.  Some would choose to do base level work as it requires less thinking.  Their willingness to put in grit and perseverance into excellence needs consistency and hardwork. Re-visiting rubrics can be useful, with useful examples to show how students can better that work