Gifted and Talented Report

Assessment Tasks and Feedback

As summative assessment tasks are completed for the term and results are given to students, it is worth thinking about the purpose of assessments and the lessons to be learnt from feedback. Feedback is among the most critical influences on student learning but it can cause a great range of emotions in our students.

I surveyed students about their views on feedback. I asked them: How do you feel when you get tasks back?

Their answers intrigued and concerned me.

Disappointed

Upset

Angry

Anxious

Stupid

Ashamed when I don’t get a good mark

I feel curious, nervous, expectant

If I was passionate about the task then I feel really bad

I can feel confused, stressed, a failure

I feel proud and eager after good feedback

I feel nervous but intrigued, I like knowing what others think of me and my work

When it’s negative and I thought it was good it’s hard to take and makes me question it

Criticism sticks with you and prevents you from trying in the future

The responses clearly highlighted to me that our students equate success with their self-worth. Can we look at feedback differently? According to John Hattie’s work The Power of Feedback (2007) effective feedback must answer three major questions asked by a teacher and by a student: 

• Where am I going? (What are the goals?)
• How am I going? (What progress is being made toward the goal?), and
• Where to next? (What activities need to be undertaken to make better progress?) 

If looking at feedback in this way, students can see that this is one part of a long journey in learning – a checkpoint along the way. Assessments allow educators to assist in identifying gaps in learning and what steps might be needed in order to bridge these gaps. As teachers we certainly don’t define our students by their grades – the conversation is always about strengths and yet to be strengths. What do students need to do to improve in the next task?

Carol Dweck’s study on growth mindset provides a great way to teach setbacks and disappointments in learning. Dweck also gives parents helpful tips on the language parents can use at home to ensure that a growth mindset is encouraged.

For more reading please see: Parenting with a Growth Mindset Approach

Debating

Thank you to the many girls who tried out for Debating. The adjudicators are currently deliberating and we will be able to announce the Debating Teams before the end of the term.

The first round of Debating for 2022 will be on 6 May. 

Mrs Colreavy’s Conundrum

Can you solve this week’s logic puzzle? The first student with the correct answer to email rachael.colreavy@syd.catholic.edu.au wins a prize!

What Number Should Replace the Question Mark?

Source: https://www.examsbook.com/number-puzzles-questions

This article on College life meets The Archbishop’s Charter for Catholic Schools – Charter #2, #6 & #8