SASS Science - Levels of Feedback by

Give feedback to this student for his answer at the (a) Task; (b) Process; (c) Self-Regulatory Level.

sci7015saints — 2025-12-17 04:48:14 UTC

Indicate group/group members' names in the title of your post :)

Give feedback to this student for his answer at the (a) Task; (b) Process; (c) Self-Regulatory Level.

sci7015saints — 2025-12-17 04:49:50 UTC

Indicate group/group members' names in the title of your post :)

Sample 1

sci7015saints — 2025-12-29 00:59:32 UTC

Sample 2

sci7015saints — 2025-12-29 01:01:25 UTC

Paul

cheong_wei_paul_matthew — 2026-01-20 02:43:21 UTC

When I use the ITT on SLS and look at students' responses in class, I may ask them their thought process on how they arrived at their answer/response. (Process)

Jian Ming

kwanjianming — 2026-01-20 05:21:32 UTC

Question students why are certain phrasing used in an explanation: e.g. magnesium is more reactive than zinc but not magnesium is more reactive than zinc nitrate. (Process)

Jian Ming

kwanjianming — 2026-01-20 05:26:01 UTC

Task level: pressure is defined by force over surface area in contact.

Process level: what is pressure defined by?

Self regulatory level: can pressure be changed if the contact surface area is kept the same? How?

Paul

2026-01-20 07:01:21 UTC

(a) Task: question is asking how is it different. So in answering the question, there is a need to compare, not just merely stating the science concept.

(b) Process: yes science concept is there, but what exactly is your thought process when you stated the relationship between surface area in contact and pressure?

Paul

2026-01-20 07:06:32 UTC

(a) task: question is asking about how, so the answer needs to describe a process/experiment

(b) Process: in merely writing 'lighted splint' and 'pop sound', how are these 2 related? What conclusion can be drawn from a 'pop' sound?

Paul

2026-01-20 07:08:29 UTC

Usually, they may be able to correctly relate the question to a particular concept or concepts, but they may not be able to articulate their thoughts coherently.

kwanjianming — 2026-01-20 11:01:58 UTC

Task: That is testing for hydrogen gas, not testing for carbon dioxide gas.

Process: other than pop sound, what else will be observed when you use the burning splint? what gas test gives a pop sound?

Self regulatory: why is a burning splint used? why would test for carbon dioxide gas give a pop sound?

Jian Ming

kwanjianming — 2026-01-20 11:05:28 UTC

What they write may not reflect what they think, or that they think the two things have the same meaning.

Jian Ming

kwanjianming — 2026-01-20 11:09:37 UTC

Explain to them the differences in meaning when phrased differently (having negative examples and asking them what is wrong with the examples)

If possible, can also bring in analogy to help them relate better to in real life.

Bio Trio

2026-01-20 14:40:26 UTC

Task: Need to include how pressure changes when the area in contact changes, not surface area

Process: specify the extent of how pressure changes when area in contact changes

Self regulatory level: what is the assumption on force/weight for pressure to increase given a change in the area?

Bio trio

2026-01-20 14:41:50 UTC

Students often fail to read the command / instructions in the question properly.

E.g. Write the word equation …. -> write chemical equation instead

E.g State 2 reasons …. -> only state 1

E.g. With reference to the data ….. -> did not make any reference to the data in answer

In these cases, we will typically circle the specific instruction that was not followed and tell students directly what they have missed / how to correct their ans.

(Task level)

Bio trio

2026-01-20 14:45:05 UTC

Task: Reagent and observation stated are to test hydrogen gas and not carbon dioxide test.

Process: what is the reagent used to test carbon dioxide? Include observations too.

Self regulatory level: Why would a white precipitate be formed?

Bio Trio

2026-01-20 14:45:44 UTC

A checklist can help provide students with self regulation level type of feedback.

After the student has completed the checklist and made judgement on their own work, the teacher can check the checklist to ensure students’ judgement is correct.

Bio trio

2026-01-20 14:49:05 UTC

1. Giving higher levels of feedback can be time consuming

2. As higher levels of feedback is meant to prompt students, some students might not know the “answer” to the prompts -> feedback not received

Task Feedback

liang_soon_fong — 2026-01-20 23:22:45 UTC

Need to have the correct content for the question

Process Feedback

liang_soon_fong — 2026-01-20 23:25:34 UTC

While his "surface area" is not as accurate as we want it to be, his answer is unable to provide the link that that surface area ( contact area )changes will affect pressure

Examplar to be given

liang_soon_fong — 2026-01-20 23:26:20 UTC

Key phrases and skills are constantly highlighted

Angeline

ler_ming_shan_angeline — 2026-01-20 23:34:17 UTC

Chapter: Qualitative Analysis (Identification of Ions)

Identifying Unknown Cations Using aqueous sodium hydroxide and aqueous ammonia

Context:

Student are given unknown salt solution and must identify the cation using qualitative analysis tests (by observing precipitate color and solubility).

The use of Self-Regulation feedback with the use of a student self-monitoring check list:

Did you

- add reagents drop by drop and observe changes carefully?

- record precise observations (e.g.: white precipitate dissolves in excess NaOH)?

- follow the qualitative analysis table step by step instead of guessing?

- repeat key tests to confirm consistency?

Angeline

ler_ming_shan_angeline — 2026-01-20 23:38:41 UTC

The student faces difficulties identifying cation that has very similar results, example Al³⁺ and Zn²⁺.

Angeline

ler_ming_shan_angeline — 2026-01-20 23:43:56 UTC

Follow-up self regulatory questions:

for test with very similar results,

- Add reagents drop by drop and observe changes carefully.

- compare the 2 test with very similar results, and determine the solubility.

(A provision of links to QA test for Cations to be provided for students who faces difficulties carrying out the test despite guiding feedback)

Jacinta

sci7015saints — 2026-03-31 05:12:45 UTC

Task : Lighted splint is used to test for H2 and not CO2.

Process:

Self regulatory: Why would there be a "pop" sound? CO2 is one gas that does not support combustion.