Self Development In Australia Essay

creatively express thoughts, feelings and knowledge has been proven therapeutic and important for self-development. By engaging in artistic endeavour, students also learn why TSI people created art. In our world, it is not difficult to see aboriginals being mistreated not only in Australia but in other parts of the world (i.e. Canada). It is important for students to understand that as we grow and develop, and as the Indigenous population in Australia increases, we will have to take measures to ensure that this population has the resources they need. This is a rich and creative assessment because it combines technical components such as report-writing and research with the creative art component. As such, the assessment is multi-dimensional and allows students to utilize both the left and right brain (artistic and technical). Some students will be better at report-writing and others will be better at art. This assessment is meant to take into consideration various learning types and
abilities.

[e] My approaches to feedback are that feedback should be constructive and productive; it should not aim to criticize students or prevent them from trying the assessment again but should be aimed at constructively guiding them for the future. Feedback addresses individual students' needs and learning goals because it targets specific areas of need. For example, if a student receives feedback on their rubric regarding their summative assessment, they will receive a short passage in the 'feedback' section of the rubric. The passage will deal with what the student could have done better but will go on '2 stars and a wish.' 2 positive things will be discussed (2 stars) and something to be improved upon for next time (a wish). I will use the directives outlined in order to guide my feedback. That is, I will implement only curriculum policy and not make up my own forms of feedback. If I want to provide feedback on the area of locating information for research, I will use the specific expectation within my feedback to ensure the student is aware of which expectation is being targeted. I believe this supports a policy of transparency. Examples of oral feedback could pertain to things like presentation skills, comprehension ability, and engagement with text, collaborative work or others.
Each student has a different learning style and ability so feedback should be sensitive to this; for example, if a student has a learning disability, it is important to be cautious with feedback and not overly critical so that the student can gain confidence. However, feedback is crucial to such students, who may not know how to improve. If a student with a learning disability receives positive and reassuring feedback but also some constructive advice for future steps, this student would be more likely to want to do well in the coming assignments. An example of a feedback would be taking account the directive being met and how the work connects to the directive. For example, for locating research, the feedback could be: You need to work on adding more depth to your research; there is not enough information outlined in your
report.