Feedback and Reporting at Mornington Secondary College (MSC) in the context of

Year 11 Psychology Classes

By Lisa Johnson

Submitted as EDU5MTL Assessment 2.2.A

Due Date: 11th May
Instructor: Anne Sparks
Lab: N/A
Word Count: 338

Feedback in the Classroom

In order for feedback to be an effective learning tool, it needs to be ongoing
and formative (Wiggins, 2012). Therefore, feedback given in class and on a regular
basis is just as important for later year students (LYS) as formal assessments and
reporting. At MSC, students receive in-class feedback in three key ways:

Brainstorming To begin each class, the teacher will put the key topic from
the previous lesson on the board, go around the room and ask each student
for a key word relating to the topic. This provides formative feedback for
every student on what they remember from the previous class, as well as
terms they need to go over again.

Class discussion Informal feedback is provided in the form of teacher

responses, prompts and praise in class discussion. This informs the students
if theyre on the right track with their critical thinking and interpretation of
ideas. This is particular suitable for LYS as it allows them to express their
understanding and receive feedback in a mature and interactive manner

Homework Every Monday, students are told which learning activities from
their textbook they need to complete for homework. They hand in their
tasks every Friday. The teacher marks them over the weekend, handing
them back on Monday with written feedback for each student. This is helpful
for LYS as it follows a similar structure to their formal VCE assessments.
Feedback for Students and Parents
MSC uses an ICT program called Compass. Accessible by both students and

parents (SaP), this system has several different feedback modalities including:

Homework SaP are able to view all homework that the student has for
each of their subjects, including feedback on completed tasks

School Assessed Coursework (SACs) These are formal assessments

completed at the VCE level. Once marked, SaP can see all feedback and
areas requiring improvement on the SAC marking rubrics

School reports SaP can view student reports on Compass. An annotated

example of the feedback contained in these reports can be found in
Appendix A.

References
Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), 10-16. Retrieved from:
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-toEffective-Feedback.aspx

Appendix A
Annotated School Report from Mornington Secondary College

Mornington Secondary College Student

Report
2015 - End of Semester 1
VSN: 262082847

Semester Reports
This Semester, Mornington Secondary College has implemented a new reporting system through the use of Compass. While every effort has been made to ensure reports are
detailed and accurate it is important to recognise the enormity of this shift for staff and the curriculum team alike.
AusVELS (7-10):
At Mornington Secondary College, we report on student achievement and progress in line with the National Curriculum Framework (AusVELS).
The AusVELS achievement standards provide the framework for Mornington Secondary College to deliver teaching and learning programs that support students to
develop capacities to confidently manage themselves and their relationships with others, make sense of the world in which they live and effectively participate in that
world.

VCE Assessment:
The Victorian Certificate of Education (VCE) provides diverse pathways to further study or training at university or TAFE and to employment.
VCE units are assessed through a series of Outcomes (labelled OC1, OC2, etc) determined by the VCAA using either an S (Satisfactory) or N (Not Satisfactory).
Students at VCE are given opportunity to demonstrate satisfactory completion of the set of outcomes through a variety of tasks and hence it is important to note that an
unsatisfactory result on one or more assessed tasks does not necessarily result in an unsatisfactory for one or more of the course outcomes.
The level of achievement is recorded through a series of SAC assessments (School Assessed Coursework). Coursework is decided by the Key Learning Area and
includes the examinations. At year 12, SAC scores are centrally moderated by VCAA and reported to students at the end of the year.

VET and VCAL Assessment:

The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for students in Years 11 and 12. The VCAL gives students practical work-related experience,
as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE),
VCAL is an accredited secondary certificate.
VET and VCAL courses are assessed at three levels
NYC: Not Yet Competent
I: In Progress
C: Competent

Report Elements:

AusVELS (7-10)
This reports consists of a summary of your childs progress in relation to the prescribed content and common achievement standards, AusVELS. This summary
represents the students overall progress towards meeting the expected state wide standard.
Learning Tasks (Performance Task) Assessment (7-11)
In addition to the AusVELS standards, students will also receive an assessment on specific tasks, known as Performance Tasks. A performance task is a significant
piece of work undertaken by students that demonstrates understandings of key elements of the topic being studied. These performance tasks are completed by all
students completing a unit of study and are graded using the college grading scale below.

High Distinction

Distinction

Credit

Satisfactory

Unsatisfactory

Incomplete

Not Submitted

Exempt

90% - 100%

80% - < 90%

70% - < 80%

50% - < 70%

0% - < 50%

Areas for improvement (All years)

Mornington Secondary College believe that all students have areas where improvements may be made. The improvements listed should be considered as the most
relevant at this point in time for the particular unit of study.

Australian/Victorian Essential Learning Standards

Ashleigh WARREN 10E
Mornington Secondary College - 2015 - End of Semester 1
AusVELS
Year 7

Year 8

Year 9

Civics and Citizenship

English
Reading and viewing
Speaking and listening
Writing
The Humanities - Geography
The Humanities - History
Mathematics
Measurement and geometry
Number and algebra
Statistics and probability
Legend
Your child's achievement 12 months ago
Your child's achievement this semester
Your child's progress
The expected level of achievement

Year 10

Beyond Yr 10

English 10 Yr10
Ashleigh WARREN 10E
The Year 10 English course is designed to strengthen students' knowledge about language
and literature and improve their skills in listening, reading, viewing and writing. At this level
students will be introduced to increasingly complex texts, themes and issues. They will
gradually become more critically aware of the social and political world around them through
context writing and critical analysis of literary and persuasive texts.
.
AusVELS
Year 7

Year 8

Year 9

Year 10

Beyond Yr 10

English
Reading and viewing
Speaking and listening
Writing
Legend
Your child's achievement 12 months ago
Your child's achievement this semester
Your child's progress
The expected level of achievement

Assessment Tasks
Examination

86%

Learning Tasks
Future Worlds PT 1

Distinction

Language 4: Vocabulary is fairly well selected and some interesting use of language for effect.
Construction of Piece 4: A well planned structure with clear intent to achieve purpose and clear discussion of ideas
from the Future Worlds context.
Planning and Editing 4: Some planning and proof reading is evident and was used to improve the work.
Control of Conventions, Paragraphs and Tense 4: Some errors in spelling and grammar.
Good paragraphs and consistent tense.
Persuasive Writing - Opinion Piece PT

Distinction

Use of Language 4: Tone and language are relatively convincing.

Subject Matter and Language Techniques 4: Clear understanding of the issue and good use of persuasive devices.
4-Square Planning 4: Some planning is evident and the piece is fairly well structured.
Spelling, Punctuation and Syntax 4: Some errors in spelling and grammar.

Swerve - Oral Presentation Performance Task 1

Working in a Group 5: Student has contributed very well to the group, preparing an engaging presentation that
caters well to the needs of the audience.
Use of Multimodal Texts 4: Multimodal texts were used quite well to enhance the information presented about the
Heros journey in Swerve.
Topic and Research 4: Student showed a good understanding of the topic and research was used to inform the
response.
Elements of Oral Language 5: Student has a strong awareness of oral language conventions and used this
to advantage in their presentation.

Distinction

Swerve Text Response Essay Performance Task

Structures, Features and Conventions 3: Some understanding of the text and how it reflects the context of culture
and situation it was created in.
Critical Analysis 3: Acceptable discussion of characters, themes and ideas. Referenced heroes journey.
Use of Planning Strategies and Evidence 3: Limited proof reading and editing shown. Examples discussed
with minimal quotes.
Control of Conventions 4: Some errors in spelling and grammar.

Areas for improvement

Use the planning and drafting process for all major writing tasks, in particular reviewing and editing work.
Utilise relevant quotes from the text more frequently to support their written responses.
Would benefit from using a dictionary carefully when checking spelling.
Read more at home in order to improve skills.

..

Credit