Research suggests that appropriate, constructive and assessment-based feedback is one of the most critical features of effective teaching and learning. However, not all feedback is created equal.
How often does your feedback include the following features:
| Rarely | Sometimes | Often | ||
| Goal-referenced – linked to, and assisting understanding of, the goals of learning | ||||
| Matched to the needs of the students, with the level of support they need | ||||
| Accurate and trustworthy (with teachers and students in agreement about what counts as success) | ||||
| Carefully timed, provided when students need it to improve learning (which might be during the learning activity, or before revising a piece of work) | ||||
| Addresses strengths and weaknesses as well as revealing what students understand and misunderstand, and accompanied with strategies to help the student improve | ||||
| Addresses correct rather than incorrect responses, and building on changes from previous attempts or understandings | ||||
| Guides ongoing learning | ||||
| Directed towards enhanced self-efficacy and more effective self-regulation | ||||
| Conversational (either written or oral) rather than one-way | ||||
| Used in conjunction with self and/or peer assessment | ||||
| Does not threaten self-esteem | ||||
| Checked for clarity, adequacy, and effectiveness with the student – does this feedback help? | ||||
| Actionable – with the student given time in which to respond to and act on feedback | ||||
| Focuses on effort rather than success |
