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Jasmine: AFL (and giving feedback) is part of the EL teaching process - ACoLADE under 'L' and the process has already been aligned with STP.

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Jasmine: We are already actively doing it. One aspect to consider is enable sustainable feedback to be given. This means that giving quality feedback cannot mean it takes up excessive / a lot of time to provide.

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Jasmine: Feedback is an output. It cannot be done well without good awareness and understanding of what is going on in the classroom and with the students. This may not be realised if we just emphasise on giving feedback.

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Jasmine: The challenge is application but this is a continuous communicative task to establish understanding between teacher and student. Some students may be very passive - even if they do not find the feedback SMART, they will not raise it to the teacher. This is counter-productive.

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Jerry: Coming from the perspective of NT, and referring to the first essential conditions for students to benefit from feedback i.e. possess a concept of the standard being aimed for, I realized that most of the NT students understand the concept based on the grade/score, but they do not really know what a good piece of written work looks like. So while they might know to aim for a higher grade, but they do not the difference between a quality piece of work vs their own work. 

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Jerry: Coming from the perspective of NT, and referring to the first essential conditions for students to benefit from feedback i.e. possess a concept of the standard being aimed for, I realized that most of the NT students understand the concept based on the grade/score, but they do not really know what a good piece of written work looks like. So while they might know to aim for a higher grade, but they do not the difference between a quality piece of work vs their own work. 

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“feed forward” practice calls for opportunities for students to act on the feedback. This is what I have always believed is important in feedback.

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Process level feedback makes me think harder about how to provide the right questions in my feedback that can direct them to see what is wrong and think for themselves what the requirement is.

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Nadhrah: Though feedback is important, it is only effective if students are aware of what they have to do and how to act on the feedback they receive. So just as it is important for us to craft useful and clear feedback, it is equally important for us to guide them in acting on them in order to correct any misconceptions and work towards achieving their learning outcomes.

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Assessment as an integral part of the teaching and learning process is ultimately aimed at helping our students to be more self-directed in their own learning. This is something that resonates with me all the time, as this empowers students in their leanring.

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I might not have given enough thought to the role of student engagement with feedback in making assessment feedback effective. It makes me think harder at students' understanding and uptake of my feedback information, especially in the aspect of feedback as an internal dialogue: students' responsibility in sense-making of the feedback. Makes me think of how I hope to develop this in my students.

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Nadhrah: a) Feedback need not only be from teachers, but from their peers as well.
b) I also feel like in giving feedback, I can be more aware of providing feedback that goes beyond the self, task and process level and towards the self-regulation level as feedback is something that students should actively regulate on their own and is a way to determine that they have genuinely learned

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There is a challenge in students' engagement with feedback when we consider the factors that mediate feedback effectiveness. E.g.,

Are students willing to seek and use feedback information?

This boils down to motivation, and how much we know of our classroom to provide the apt environment for feedback effectiveness. Not to forget, we have many other factors to consider too.

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Between using exemplars and peer feedback, I rely more on exemplars. And I think that's because I don't think the students are giving each other accurate feedback, which means they aren't at the independent or task stage, which means I haven't equipped them or trust that they are at that level. So this is a challenge I will mull over.

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Nadhrah: How then do we cultivate student feedback literacy? Regardless of how often and how well we provide feedback, if students do not recognise their active and crucial role in processing this feedback, it can be rendered futile. Hence the importance of being aware of our students and how we can ensure both effective provision and processing of feedback.

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Are students proficient at seeking help? Help should not come only from the teacher. With independent students, they actively seek various sources of information and adopt different perspectives to solve the problem. This requires discipline and resourcefulness, traits I'm not always confident of building in students in a short time.

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Nadhrah: Some students struggle with peer assessments as they often provide vague assessments or inaccurate ones. If students are able to provide effective feedback via peer assessments, they will then recognise how and why feedback is formed, which may in turn aid them in their self-assessment and in understanding the purpose/significance behind feedback they receive.

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Rebecca: Feedback is AFI and it should be interactive - meaning the teacher gives feedback and the student is to take action on the feedback given. If he/she does not understand, he/she shd ask the tr.
More like 'Feedforward' - Is NOT about teachers doing ALL the work. Shared responsibility in using feedback to support learning.

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Rebecca: Four levels of feedback: task, process, self-regulation, and self-level. "Feedback aimed to move students from task to processing and then from processing to regulation is most effective." Feedback directed at the Task level is more effective in enhancing student learning.

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Rebecca: How do we do this effectively in ALL classes/levels/streams. Perhaps we could have certain practices established as a department / school level so that the students are also used to the processes involved in this type of feedback. Guess, it is best to see what works best for our students and the subjects we teach.

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Rebecca: Peer marking & Peer review - they need examples to do this.

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Jerry: the different levels of feedback, and also the importance of the student's role in the feedback process as well. do we standardize out feedback format and then teach students based on this standardized feedback format? 

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Jerry: the different levels of feedback, and also the importance of the student's role in the feedback process as well. do we standardize out feedback format and then teach students based on this standardized feedback format? 

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Jerry: I think students are very used to receiving feedback, but what exactly to do with the feedback is a big question mark for them. Even if the feedback is crafted in SMART format, they might still not know what to do. 

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Jerry: I think students are very used to receiving feedback, but what exactly to do with the feedback is a big question mark for them. Even if the feedback is crafted in SMART format, they might still not know what to do. 

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Jerry: feedback needs to be purposeful and directed, and on top of just AFI, we should be conscious to include what students have done well too

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Jerry: feedback needs to be purposeful and directed, and on top of just AFI, we should be conscious to include what students have done well too

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The theories/principles of feedback as described in the reading is something that I know, agree with and have done. However knowledge and intent does not always equal to the feedback being effective all the time.

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How to get students to be more responsive with the feedback in order to do better next time. Also to nurture self-directed learners.

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Time constraint and keeping track of feedback given to each individual student

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Making sense of feedback given (both from peers and teachers) and forming strategies to improve themselves

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Readings are a good reminder of what we should know: that feedback needs to be considered from both the teachers' and students' POV. My general observation is that students who take part actively in the feedback process (feed back and feed forward) are the ones who improve more quickly

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I think especially as EL teachers, we spend a lot of time writing comments for our students. I've always wondered (and the readings brought that to my mind again):
(1) If students understand their role in the feedback process (for example, when I ask them to improve their organisational structure in writing, do they know HOW to do that?)
(2) As an extension of (1), how can students be motivated to WANT to be part of the feedback process
(3) How to improve the effectiveness and sustainability of the way we provide feedback (esp so for language teachers I feel)

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(1) How do we "train" students to have assessment literacy so they can do peer and self evaluation well? (I feel that for certain students, they CAN but they are not confident and would still want to check back with the teacher. Others don't WANT to involved in the feedback process because they want to remain reliant on teachers.)
(2) I think both teachers and students are good at 'feeding up' and they generally know where students should progress. It's the 'feeding back' that I think poses a challenge because it means having a very clear understanding of the learning gap, and knowing what to do about it.

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Motivation and desire for students to want to be involved in the process. I've realized that it's important to check if students have read the feedback. Some can be so concerned with grades that they only look at the mark without processing the comments given to them. That would be a waste of time for both T and S.