Assessment and Feedback
Assessment and Feeback are the effective tools of teachers. The Education Endowment Foundation has noted that the results of effective feedback are positive, whether it be verbal or written - and provided via digital technology.
General Principles
Providing effective feedback is challenging. These findings from the broader research may help you to implement it well. Effective feedback tends to: be specific, accurate and clear (e.g. “It was good because you...” rather than just “correct”); compare what a learner is doing right now with what they have done wrong before (e.g. “I can see you were focused on improving X as it is much better than last time’s Y…”); encourage and support further effort; be given sparingly so that it is meaningful; provide specific guidance on how to improve and not just tell students when they are wrong; be supported with effective professional development for teachers.
Broader research suggests that feedback should be about complex or challenging tasks or goals as this is likely to emphasise the importance of effort and perseverance as well as be more valued by the pupils.
Feedback can come from peers as well as adults.
Have you considered the challenges of implementing feedback effectively and consistently in your school?
What professional development is likely to be necessary for successful implementation of feedback in your school?
Have you got something to share?
Over time, we will be uploading pieces of real life practice from highly skilled practitioners across the Northern Alliance. We'll aim to feature these within our pedagogy pages where you will be able to see how our colleagues across the region are utilising effective pedagogy within a remote environment to improve outcomes for children and young people.
So, contact us! Click on the button at the bottom of the page at any point.