Methods of Feedback

Written feedback can be effective but it can also be time-intensive for teachers to a degree such that the cost outweighs the benefit. The following strategies may be used to mitigate this where written feedback is used:

• Live marking, where marking is given during the lesson rather than after it. There are different ways of doing this, such as with individual pupils (see Principle 2 above) or as a whole class through the use of a visualiser. This can then be supported with verbal feedback and teachers should still be mindful that it fulfils the principles above.

• Coded marking, where teachers devise and share the ‘concept of quality’ that teachers are looking for. This can speed up the feedback by identifying the key features that the student needs to work on.

• ‘Thinking like the teacher’, where time is given for proof-reading and for students to anticipate what teachers might identify as areas for improvement. In this way it is hoped that when feedback is given it is more meaningful and not areas the student could address themselves.

• Written comments, which ‘may offer an invaluable opportunity to provide task, subject and self-regulation feedback. The key is to carefully consider when they are offered, ensure they include useful information, and carefully monitor the time being spent on them’ (EEF, 2021, p. 37).

‘Verbal feedback is an integral aspect of effective instruction that can be delivered in a variety of different ways’ (EEF, 2021, p. 38). It can have a high impact, but only if it is carefully planned and executed. The following strategies may be used to increase the impact of verbal feedback:

• Target verbal feedback at the learning intentions, using the language set out in the learning intention.

• ‘Action points’, where students summarise actions or goals following detailed verbal feedback, along with the crucial opportunity to use the feedback.

• Verbal feedback using a visualiser, using previously completed or currently ongoing work to model and discuss learning intentions.

• Video or audio recording to provide feedback using digital tools such as the iPad.

The important point to remember is that designing opportunities for feedback around the principles is the priority.

WAT Subject Directors and Lead Practitioners support teams across the Trust to develop and implement effective feedback strategies.