Feedback includes telling students what they have done well and what they need to do to improve. It also includes reminding students of what they were aiming to achieve (the learning intentions)

Feedback strategies can vary in...

Timing

Provide immediate feedback for knowledge of facts.

Delay feedback slightly for more comprehensive reviews of student thinking and processing.

Never delay feedback beyond when it would make a difference to students.

Provide feedback as often as is practical, for all major assignments.

Amount

Prioritise - pick the most important topics.

Choose topics that relate to the major learning goals.

Consider the student's developmental level.

Mode - Oral/Written/Visual

Select the best mode for the message.

Interactive feedback(talking with the student) is best when possible.

Give written feedback on written work or on an assignment cover sheets.

Use demonstration if 'how to do something' is an issue or if the student needs an example.

Audience - Individual/Group

Individual feedback says, 'The teacher values my learning.'

Group feedback works if most of the class missed the same concept on an assignment, which presents an opportunity for reteaching.

"Feedback is just in time, just-for-me information delivered when and where it can do the most good."

This information is available as an infographic. If you would like to download this infographic click here.

(Adapted from Brookhart, 2008)

This video provides an overview of formative assessment and a deeper look at the role of formative feedback in moving students forward in their learning. Clear examples of effective feedback prompts are explored.

Learning logs allow students to reflect on their learning and also provide student to teacher feedback.

'One particular feature of this learning log is that students are not asked questions but rather offered prompts for writing. While some teachers ask students to respond to all the prompts, in general such learning logs seem to be more effective when teachers ask students to choose no more than three prompts to which to respond.'

(Wiliam & Leahy, 2015)

Further information on learning logs can be found at the Learning Sciences Centre here.

(Adapted from Wiliam & Leahy, 2015)