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I learnt how how the 4 levels of Model of Feedback will
look like,
feels like and
sound like
in the context of Mathematics.

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1. I have learnt on how to provide simplified and clear feedback for students to improve.

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1. I have learnt on how to provide simplified and clear feedback for students to improve.

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2. I will try to adopt the different levels of feedback for different readiness of students.
3. I need time to get used to this new technique.
4. PQP.

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I could try to provide different forms of feedback to my students.

For certain kinds of feedback, it would be good to have the whole dept working on it or to be given sufficient time to work on it as it would be tough to come up with it alone or with insufficient duration.

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Provide different feedback types to different student profiles so as to achieve effective feedback.

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I learnt that there are various forms of feedback that I can use to best suit students according to their level of readiness.

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Learnt more about the different types of feedbacks to use. Especially for different student levels. And to be more clear and make things relevant/understandable for the students.

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1. Need to be student centric in providing feedback, and be constant in checking in with students if they understand the feedback

2. Be more patient and intentional when giving feedback - do not rush into it, make sure to check in with students if they understand the feedback. Develop checklists for students to utilise to self check their work.

3. More sharing of practices that other colleagues have used which have proven to be effective

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Give task and performace feedback to students. More specifications needed for feedback.

- We also learned that different learner requires different approach when receiving feedback.

- language and vocabs use must be students friendly.

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Thanks for sharing the different types of feedback.

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To be more specific in feedback to close learning gaps.

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To be more specific in feedback to close learning gaps.

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Provide DI based on students' strength and learning preferences.

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Use of:
1) Praise - Question-Polish (PQP)
2) Affirm - Question - Suggest (AQS)

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Consider other levels of feedback instead of just task feedback

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will make an effort to plan ways to supply effective feedback to students at different levels

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Various levels of feedbacks and there could be over lapping of these feedback types

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Various levels of feedbacks and there could be over lapping of these feedback types

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1) One new thing that I have learnt
- The different levels of feedback
- differentiated feedback for different learners

2) discussion on a piece of student’s work
- identifying learner’s gap
- strategies in giving feedback to help close the gap (Eg - PQP, I do - I know - I check)

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The different types of feedback (self, task, process, self-regulation). So that I’m more aware on the type of feedback I’m using and can also differentiate it accordingly to student’s readiness

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The feedback type us useful, as a dept we can work together to cater to different student profiles.

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1 new thing I've learnt is to give specific and clear feedback to students in a way they could understand

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I learn how to provide feedback by using praise, question and polish. I would be more deliberate when giving feedback to the students.

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Giving effective feedback for students that cater to students' strengths and preferences in assessment.
Getting students to do the thinking, not spoon-feeding feedback to students (avoid learned helplessness and reduce overreliance of teacher)
Sharing of tools to better provide feedback for students to check their own understanding of their assignments.

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I learnt that feedback can be task oriented or learner oriented. By using appropriate feedback, we can help students to feed forward.

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Checklist as a table form is explicit to enhance learning

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Checklist as a table form is explicit to enhance learning

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1. I learnt about effective feedback.

2. Feedback could be more specific and "force" students to think more.

3. I think more specific good practices like today would be nice :)

4. Being able to put theory into practice.

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1. About the way we get feedback
2. Would change about the way i give feedback to students?
3. I think maybe more examples would be good.
4. giving sufficient examples would be useful and helpful.

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1. Three questions of effective feedback.
2. Continue to explore the use of different assessment tools shared in the PE Assessment Guide to provide feedback.
3. nil
4. Learning together & trying out the tools during our dept PD session.

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Feeding toward, creating more opportunities for peer- and self-assessment.
Incorporating more Praise-Question-Polish & Affirm-Question-Suggest techniques into our lessons.

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Inter-department sharing of samples reflecting assessment practices catered for self-regulation and self-assessment.

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Good strategies shared. Would like more examples

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- Preparing a more detailed self-assessment checklist for students to engage in self-regulation.

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1) Strategies in providing effective feedback
- questioning sequencing from narrow to broad
- checklist
- clear annotation
2) providing a detailed feedback based on SC

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- The need for effective feedback.
- Checklists for students to review their performance could be given before teachers provide their generic feedback on AFIs.

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1. I learnt that feedback is critical to questioning and the 4 levels of feedback.
2. I would seek to assess students’ understanding prior and if they understand my feedback.
3. Sharing from different dept to see samples
4. Allow for the team to come up with subject specific resources and strategies to work on. Make use of existing resources and tweak them.

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Different type of feedback

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https://teachingutopians.com/2022/10/05/verb-chart-based-on-blooms-taxonomy/

Teachers can use this chart to craft questions across different cognitive dimensions of Bloom's Taxonomy.

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Verb Chart Based on Bloom's Taxonomy

Bloom's Taxonomy is a blueprint that classifies learning behavior and phases from recalling to crating ideas based on the acquired knowledge. Bloom's Taxonomy is based on the ideas that learning is a sequential behavior. Before students learn to apply an idea in real life situations, they must understand it. Before they understand it, they have to recall and remember all the important information about it.

The bottom of the pyramid is knowledge, the low level of thinking, and the top levels of the pyramid are the ability to evaluate and create, higher order thinking skills. For readers who need to read more about Bloom's Taxonomy, click here.

Bloom's Taxonomy provides a set of action verbs that are based on each level of thinking. These verbs can help teachers when creating learning objectives, lesson plans and instructional materials. Below is a list of gaugeable action verbs that can be used to design instructional objectives. Teachers have to identify the most accurate verb that pertains to how they will measure the students' ability or mastery of the learning objective.

If teachers know what action verb they want to use, but they do not know which cognitive level it belongs, just press Ctrl-F on your laptop and it will automatically be located.

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Bloom's Taxonomy is a blueprint that classifies learning behavior and phases from recalling to crating ideas based on the acquired knowledge. Bloom's Taxonomy is based on the ideas that learning is a sequential behavior. Before students learn to apply an idea in real life situations, they must understand it.

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Involving learners in the assessment (metacognition) is one of the 4 Assessment Competencies of Assessment Literacy in SFEd.

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1. What is one new thing you have learnt?competencies? 

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1. What is one new thing you have learnt?competencies? 

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2. What is one thing you would change in your current practice? 

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2. What is one thing you would change in your current practice? 

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3. What additional support would you need to enhance your practice?

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3. What additional support would you need to enhance your practice?

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 4. What professional knowledge and skills could you focus on when planning for our teachers' professional learning of assessment 

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 4. What professional knowledge and skills could you focus on when planning for our teachers' professional learning of assessment 