Effective FeedbackShould:-Be focused: Learning Intentions (being learnt) and success criteria (desired goal)-Be given in the right time-Provide guidance and strategies to improve

Typology of feedback(P. Tunstall, C. Gipps, 1996)

• Evaluative – involving judgment and can affect how students feel about themselves

• Descriptive – what the student did and providing guidance for improvement. It is critical in ‘closing the gap’ for students

Types of descriptive feedback(Clarke, 2003)

Based on the needs of the student and focused around learning intention of the task, can be:

1-Reminder - calling back what was the lesson about. Ex: Remember the rule about…

2-Scaffold – giving possibilities. Ex: Why don’t you try using…

3-Example – giving clear examples. Ex: why don’t you use a simile word as…

Written feedback

Some student could:• have difficulty understanding the points you

want to make.• be unable to read your writing.• can’t process the feedback/what next

To check this out: ask them to tell you what you are trying to say.

Marks versus comments

Research showed that:• Only marks-no gain• Only comment scored 30% higher (average)• Marks and comment – cancel beneficial effects of

the comments

Research conclusion: If you mark or grade a piece of work, it means waste of time adding diagnostic comments.

Comment only• provides students with a

focus for progression instead of a reward or punishment for their ego (as a grade does).

• should make it clear how the student can improve.

• Plan activities and work with feedback in mind, let the design assist the process.

Too many comments(Clarke,2001)

• makes difficult for specific feedback to be given

• Overwhelming and difficult to take in

Clarke suggest that:When giving writing feedback, highlight 2 or 3

successes and 1 area where improvement is necessary

Strategies for effective formative feedback

Feedback sandwich1. -Positive comment

-Constructive criticism with explanation of how to improve-Positive comment

2. Contextual statement – I liked….because….- Now- Next time…

Interactive statement e.g. a question based on the work

Allow student to act on feedback

• Use lesson time to redraft work.

• allow students time to focus on the feedback for improvement .

• reinforce the value of the feedback and working in a supportive environment.

Follow-up• time in the lesson to talk individually.• Have a written dialogue in the students’ book.• Use a comment tracker or target sheet to

formalise the dialogue in a workbook

Learning Journal• Create a learning journal in which they can

reflect.

Feedback summaryEffective feedback to learners:

• is best initiated by the learner

• focuses on the learning intention of the task

• occurs as the students are doing the learning

• provides information on how and why the student understands and misunderstands

• provides strategies to help the student to improve

• assists the student to understand the goals of the learning.