Giving feedback to students

Why Every Language Teacher Should Read "Feedback to Feedforward" by Salgado

If you're a language teacher looking to enhance your approach to feedback and marking, you need to read Salgado's insightful post, "Feedback to Feedforward: Designing a Marking Policy for KS3 and the New GCSE." Salgado offers a practical and forward-thinking strategy that can revolutionize how we approach classroom marking and feedback.

In this post, Salgado builds on the idea of creating a curriculum that emphasizes oral fluency, real communication, and cultural integration. But what really stands out is the concept of "Feedforward"—a marking policy designed not just to assess students, but to guide them toward improvement.

Rather than simply marking books every two weeks, Salgado advocates for a more dynamic approach that checks for understanding and provides students with clear, actionable steps to improve. This isn't about ticking boxes—it's about meaningful feedback that propels students forward in their language journey.

Central to this policy are the "5 Magic Powers," which serve as benchmarks for assessing students' productive work:

1. Using more than one tense

2. Giving opinions

3. Providing reasons

4. Incorporating reported speech

5. Utilizing high-impact expressions

These elements allow both students and teachers to monitor progress in a structured yet flexible way. Salgado suggests a scoring system where each "Power" can earn up to 5 points, with additional points for pronunciation and fluency in oral tasks. This comprehensive approach prepares students for exams and embeds essential language skills early on, making higher-level learning more accessible.

This strategy is particularly effective because it aligns with students' natural desire to know that what they're learning is valuable and challenging. When students see that they're mastering skills typically taught at more advanced stages, it boosts their confidence and motivation. Plus, these "Powers" ensure that students always have something to say, fostering fluency and self-efficacy.

Another key takeaway from Salgado’s post is the emphasis on using authentic language. High-impact expressions rooted in idiomatic phrases and common verbs frequently used by native speakers help students develop practical communication skills that go beyond the classroom.

It's important to note that Salgado advises using this marking scheme selectively—primarily for key writing and speaking tasks at the end of a learning unit when the context allows for a thorough evaluation. This ensures that the feedback remains relevant and meaningful.

The best part? This approach isn't rigid. It's designed to evolve, allowing teachers to tweak and adapt it as needed throughout the year. Salgado’s post is not just a marking policy; it's a philosophy of teaching that encourages continuous improvement for both students and teachers.

If you want to make your feedback more impactful and help your students truly thrive in their language learning, I highly recommend reading Salgado’s post. It's packed with practical advice and thoughtful insights that can help you take your teaching to the next level.