The main benefit of this model is that students and parents receive feedback in a ‘timely’ manner about how the child is progressing. End of semester reports are often seen as too little, too late, with not enough targeted feedback and time for the student to improve their learning.
Many schools are now trading off the traditional subject report comments and instead providing timely and targeted task/assessment feedback throughout the year through SEQTA. This enables teachers to provide limitless feedback either written, audio or video, along with the assessment rubric with the option to upload annotated student work directly to students and parents.
Another attraction for many schools is the traditional teacher rush to get reports written and proofed at the end of a semester is removed. However, many schools are keeping their pastoral form which provides information on the child’s engagement within a class and school community.
The move to a continuous online feedback model also enables a school to examine the quality of the feedback that teachers are providing to students. John Hattie’s (2012) research on feedback highlights the significant variability in teacher feedback.