{"type":"video","version":"1.0","html":"<iframe src=\"https://www.loom.com/embed/612df68d81f34b19a2d63a13b93ffd95\" frameborder=\"0\" width=\"1920\" height=\"1440\" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe>","height":1440,"width":1920,"provider_name":"Loom","provider_url":"https://www.loom.com","thumbnail_height":1440,"thumbnail_width":1920,"thumbnail_url":"https://cdn.loom.com/sessions/thumbnails/612df68d81f34b19a2d63a13b93ffd95-ae3e78c9dfff5911.gif","duration":627.395,"title":"Assessment as Learning Student Practice Workflow","description":"This Loom walks through how a student practices Assessment as Learning in the Advanced English Textual Conversations module. After selecting a module and generating a tightly curated HSC-style question from John Donne and Witt, the student submits a response for non-instant feedback scored out of 20 with an accompanying band and a focus on improving about one band higher. The feedback includes strengths, sentence-level alternatives, deconstructing the question, and a chat-driven worked example that targets a jump such as band three to band four. In a reattempt, the score changed from 10 out of 20 to 14 out of 20 while shifting to a band 5 level, showing marks and bands do not always align, and results are saved for later viewing under Progress by module and response type."}