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:
|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