![]() Ask students to highlight the sentence/section of their work that they are most pleased with.Have students identify where they have met each of the success criteria.Ask students to highlight the best section of their work and explain why they think it’s good.Allow 5–10 minutes for students to make improvements based on peer feedback before they give their work to you.įor more detailed information about peer assessment see Introducing peer assessment and Strategies for student peer assessment.Ask students to sign any comments they write on someone else’s work - this encourages responsible.Remind students of the success criteria and emphasise that all comments must relate to the success criteria.identify successes, highlight an area for improvement and make an improvement.indicate where the success criteria have and haven’t been met - the teacher may suggest ways to improve.assess against the success criteria and identify successes.Involve students in developing criteria.Teach and model peer assessment and give feedback.Select an appropriate strategy/ tool for students to use for peer assessment tasks - see Strategies for peer assessment.Co-develop some ground rules for peer assessment and display as a wall chart or design a bookmark for each student.The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, tools for learning remotely, support for additional needs and more. Student wellbeing programs and providers.Attendance matters – resources for schools.The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Selective high schools and opportunity classes.Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Plus, information for parents including how to choose a service and supporting your child for their transition to school. ![]() P: Protect life (of the individual and community…this one is aboutĭetermining/preventing danger to self and others)įor the acronyms to be fresh in your memory during the exam, you may want to memorize them and then jot them down for yourself on the scrap paper given during the test so that you can easily refer back to them throughout your exam.Information about working in or operating early childhood education services including outside school hours care. The BEST (or MOST reasonable) option/plan of action:Ī: Acknowledge client/patient. The second acronym is “ AASPIRINS” and it most helpful for questions that ask what is However, selecting the correct response among the remaining two responses gets trickier and this handy acronym reminds you which step should go first. ![]() Typically, you will have no trouble in discarding two out of the four options provided. ![]() To clarify how you use this acronym, your goal is to select the response that is closest in hierarchy to the first letter/item of FAREAFI. The first acronym is “ FAREAFI” (in this order) and it is most useful for FIRST/NEXT type test questions:į: Feelings of the client be acknowledged first above all. These are two acronyms that will help guide you through the process of selecting your response among the choices offered and are well-worth memorizing (whether you are studying for the LMSW or LCSW exam). As I am going through the process of preparing for the LMSW exam, I’ve come across two tools that you will find most helpful. ![]()
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