Formative Assessment in VCE English

In Year 11 English Mrs Jones circled three words on my practice essay on Macbeth and wrote ‘a little bit pregnant’ in the margin. I had no clue what she meant so assumed she was indicating I had written something that was overly-wordy and that I could be more efficient in my analysis. Naturally, I got the same feedback in almost the same place for my final draft, except this time it was in all caps and a more aggressive shade of red pen. How was I to know she meant that I had suggested a degree of agreement where there was no possibility to have hedged my bets either way? How was I to know Macbeth couldn’t be somewhat fated to suffer just as one cannot be a fraction with child. Her cryptic margin comment was lost on me and I was fated to repeat my error. This experience is often at the forefront of my mind when I provide feedback on student work.

There are at least seven elements that go into making a good introduction for a text response essay in Year 12 English and these can be included in varied ways. In Literature there are no introductions and students are just asked to ‘Discuss’ so there is even more variation. Providing feedback on this can be fraught and time consuming. Annotating students work for individual feedback is really the bread and butter of what I do and I take ages at it because I want to be clear and ensure both I and the student can see a clear path to improvement.

The PLT’s have affirmed the importance of this investment of time but have also offered opportunity to understand the theory behind what I am doing in my practice. In most cases I have found I am using techniques that academics have named and researched. In other cases, I have used these same academics studies to streamline or refine my existing approach. One aspect I have particularly reflected on is the smaller incidental feedback cycles that occur during class discussion or as I move around the room reading over students’ shoulders. I have also leveled up the amount and precision of students’ self and peer assessment, giving them greater agency and ownership over their own learning. Placing greater value on the moment to moment discussions or the casual answering of questions and sharing of ideas as we study has taken some pressure off the red pen annotation on longer pieces of work late in units of work (although that is still happening). This in turn has seen a more gradual build towards students achieving their goals rather than more common fits and bursts in growth I have traditionally seen.

Mr Anthony Young

VCE English and Literature Teacher.