# Teacher worked feedback · keep separate from first responses

These are **possible defensible answers**, not the only acceptable creative choices. For both checks, look for a stated purpose, accurate source facts, a visible changed element, exact count/space evidence, a bounded inference and a relevant limit. Do not turn this public practice into a secure or formal school assessment instrument. Do not infer physical technique from paper or marker work. Where a learner chooses movement, observe only with a locally appropriate access and safety plan.

## Check A · G worked response

G facts: **1 H, 2 N, 3 F, 4 H**; purpose: near edge then far window. One possible inference is that an audience *may* attend to the far window, but this is not observed. **Worked revision:** keep 1 H, 2 N, 3 F and change only count 4 from H to F: **H–N–F–F**. The extra far hold may give the far window more attention because the marker remains there at count 4. It may also reduce the sense of return; actual audience response is unknown. This is a location/duration-of-stay change; accept a clearly explained facing change if counts remain and its evidence is visible. A flat marker or written score needs no body movement or filming. Do not credit an unsupported claim that all visitors look at the window.

**Diagnostic next step:** If a response alters several counts without naming them, ask the learner to put original and revision in two rows and box the first changed position. If evidence is “it feels better,” ask for the exact count. If it prescribes a risky move, return to a token route and locally planned technique. If it mistakes a possible reading for observed impact, substitute “may”.

## Check B · H worked response

Given first phrase **H–F–N–H** and second phrase **H–F–N–H** form **repetition**. **Worked revision:** preserve counts 1–4, and change count 6 from F to L, giving **1 H, 2 F, 3 N, 4 H | 5 H, 6 L, 7 N, 8 H**. The second phrase now contrasts at count 6; the far and left panels may each get a directional cue, though the score cannot tell us whether visitors notice both. Count 7 N and 8 H still return as given. A different one-element change in the second phrase may be justified if it clearly serves the two-panel purpose. Paper/markers show structure and decision reasoning; later appropriately supported physical performance would be needed to judge actual control, coordination, timing and expressive delivery in studied genres.

**Diagnostic next step:** If a response has seven or nine counts, rebuild two four-count rows. If it calls the revised score “repetition,” compare F at 2 with L at 6. If it claims technique from notation, separate a planning claim from observed performance. If it assumes copying a cultural work, use the source-rights pathway before any rehearsal.

## Daily quick feedback ledger

| Day | Look for | If missing, try next |
| --- | --- | --- |
| 1 | Fact R at 3 and a possible reading | Mark FACT and POSSIBLE with two cards. |
| 2 | Count 2 F/N isolated | Cover 1, 3 and 4 in both rows. |
| 3 | Same H–R–R–H locations; different arrival mark | Draw a count-2 line versus point. |
| 4 | Proximity versus orientation with an object token | Put two markers on the map, not two students. |
| 5 | G first answer with four counts and limit | Use the worked key only after collecting it. |
| 6 | Lateral mirror distinct from early return | Compare the position at 2 and 3, then name operation. |
| 7 | An observable relation to space/object | Draw an arrow rather than infer an emotion. |
| 8 | Eight counts and P then P versus P then Q | Lay two four-card phrases side by side. |
| 9 | Publisher metadata separate from permission | Make KNOWN and ASK boxes in the log. |
| 10 | H first answer, evidence and physical-skill limit | Use the worked key only after collecting it. |

**Assessor boundary:** These two short checks can guide teaching of an opening concept. They do not sample live/recorded repertoire, another genre/style's history, extended choreography, or technical and expressive performance. Keep school assessment design aligned to QCAA and local access provisions.