Why feedback is important
Feedback is crucial in helping pupils to think about their learning and make progress in a self-evaluative constructive way.
1.The purposes of feedback, both verbal and written, must be clear to all those involved- teachers, pupils, and parents. These purposes should be reflected consistently in any school policies or guidance dealing with learning and teaching.
2. The provision of feedback is a shared, two-way activity. It should aim to encourage dialogue and develop the self-assessment skills of learners.
3. Feedback must be focused. Expectations should be shared with learners as learning intentions, objectives or standards to be aspired to. Often these will be linked to National Curriculum criteria, and may require ‘translation’. These expectations should be reflected in the feedback teachers give.
4. To be effective, feedback should comprise 3 elements: exactly what the learner has done well, what they have been less successful in doing and a brief indication of how improvement can be made.
5. It is essential to be specific about what is good or not so good when providing feedback. Statements such as ‘Well done’, ‘See to your punctuation’ are vague and unhelpful.
6. There is no single ‘right’ way of providing feedback – the strategy used should be appropriate for the purpose and context of the work. Teachers need to develop a ‘tool kit’ of approaches to giving feedback which they can draw upon within a subject context.
7. ‘It might look like this’ - the use of demonstrations and modelling of outcomes is an important part of providing feedback. Sharing exemplar material before and after work is done is very helpful.
8. Marking must convey that a pupil's effort is valued – ‘defacing’ it by writing all over the work is unacceptable. Alternatives include the use of post-its, wrap-arounds, comments in the margin, codes, underlining and / or encircling a minimum of items.
9. Feedback is less effective if it always includes marks or grades. Periodic use of levels can be helpful if a summative judgement is required – for example on a specific piece of work or once or twice a term to indicate progress. If marks, grades or levels are used their meaning should be clear to all involved.
10. It is essential to give learners time to absorb and act upon or consolidate feedback comments. A response to feedback should be expected as long as comments are brief, clearly written and easy for the learner to understand.
11. Acting upon feedback comments needs to have an incentive – pupils need to know how they benefit by responding - what’s in it for me?
12. The difference between action points identified in feedback on a current piece of work and longer-term target setting needs clarification for some teachers, pupils and parents.
13. Good quality feedback contributes positively to behaviour management. Evidence strongly suggests that it leads to increased motivation and engagement and is worth the time and effort involved.
14. The outcomes of written and verbal feedback must be used by teachers to plan the next steps of learning and pitch work appropriately for each pupil.
15. For feedback to have a significant and sustained effect there needs to be an achievement culture in the school or department. This should provide clear direction and appropriate challenge for individuals. This culture should actively develop good relationships and promote self-esteem amongst pupils and teachers alike.
If improvement in work is to take place, the learner must first know the purpose of the task, then how far this has been achieved, and finally be given help in knowing how to move closer towards the desired goal or in 'closing the gap' (Sadler 1989). It is essential that learners know what the desired goal is.
