[English] Re:vels reporting

Fri May 26 10:52:12 EST 2006

Yes Mary, that was exactly the type of comment which upset this (admittedly 
rather weak) student who hadn't read the positives.  I have never written 
reports listing what they have done, I have always looked for strengths and 
followed by ways to further strengthen.  The issue for me is not the content 
but the separation into the two sections which breaks the links between the 
two.
Gail

----- Original Message ----- 
From: "Mary Mason" <mary.mason at geelongcollege.vic.edu.au>
To: <english at edulists.com.au>
Sent: Thursday, May 25, 2006 12:32 PM
Subject: [English] Re:vels reporting

> Gail - I don't see this as a separation of the good from the bad. Too
> often student reports are descriptive of what they have done. If we can
> use the comment section to talk about their performance - picking up
> strengths and weaknesses - I think the  areas of improvement  can be
> written as actions students should take. For example, develop their
> notes on text work before they write essays, or practice their talk at
> home before presenting to class.
>
> Cheers
>
> Mary
>
>>>> reynolds.gail.g at edumail.vic.gov.au 25/05/2006 11:04 am >>>
> I am in avoidance mode obviously.
>
> The thing that is worrying me at the moment is the new VELs reporting
> system, in particular the comments section which separates the good
> from the
> bad.  I have some experience with writing reports in this style and it
> is
> cumbersome, adding to the workload, but more to the point, seems to
> encourage a focus on the negatives if one is not extremely careful
> about how
> the needs to improve section is written.   The reports themselves don't
> ask
> anything that we haven't already been doing, but precludes the "X does
> this
> well but... " linked ebb and flow of praise followed by suggestions for
>
> improvement which I have always found to be a powerful tool.
>
> My previous school required us to write this style of report for our
> Year
> 12's. The first set of this style of reports I wrote resulted in a
> distressed student worrying that they were hopeless because he only
> read the
> needs to improve section.  I learnt to be much more circumspect and to
> make
> those links in that section.
>
> I am wondering why it is that we don't stand up and shout that these
> reports
> are not appropriate for secondary schools?  Are we such well trained
> bunnies
> that we meekly just take it?  Seems I am.
> Gail
>
>
> ----- Original Message ----- 
> From: "Kathy Skidmore" <skidmore.kathy.l at edumail.vic.gov.au>
> To: "VCE English Teachers' Mailing List" <english at edulists.com.au>
> Sent: Thursday, May 25, 2006 10:25 AM
> Subject: Re: [English] Important .. New English List Information ..
> SaveThisEmail
>
>
>> Yes, I also value the conversations on this list - even if I just
> look and
>> don't respond.
>> However, is anyone else feeling a tad snowed under? Marking SACs,
> dealing
>> with new reports, checking units against VELS, dealing with a new VCE
>
>> course
>> next year, keeping up with professional reading... How is everyone
> else
>> dealing with it? Some people seem to be finding it to be quite a
> battle at
>> the moment. What are the long-term implications of this? As we know,
> our
>> correction load is really demanding - especially at this time of
> year.
>>
>>
>> On 25/5/06 10:14 AM, "Gail" <reynolds.gail.g at edumail.vic.gov.au>
> wrote:
>>
>>> Thank you Stephen and Kevork.
>>> I really value the sharing of information that this list
> facilitates.
>>> How
>>> nice it is when people come to me for information and I have it at
> my
>>> finger
>>> tips because either someone on the list has provided it or has
> alerted us
>>> to
>>> its existence.
>>>
>>> Gail R
>>>
>>>
>>>
>>> ----- Original Message -----
>>> From: "Stephen Loosley" <stephen at skyoptic.com.au>
>>> To: <english at edulists.com.au>
>>> Sent: Tuesday, May 23, 2006 9:10 PM
>>> Subject: [English] Important .. New English List Information ..
> Save
>>> ThisEmail
>>>
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