Feedback is an essential step for outstanding learning, but it needs to be done in a particular way for it to be effective.

The key to feedback is what happens next. Feedback is more than just reading some comments. The students need to act on the feedback and make improvements to their work. Feedback is similar to Presentation in that it has a retention rate of about 5%, so the action taken in response to the feedback is vital.

In practical subjects, the response to feedback is natural and immediate. The student adds more flour, or relays the bricks. In non-practical subjects, the response to feedback can get lost. The student has to wait until the next week for our written feedback, and then it might take a week or two for them to have time to make improvements.

By the time they get feedback on their improvements, the student has lost track of what it was about. It would be more effective in this case for the student to get verbal feedback the next lesson.

Types of feedback

There are different types of feedback which vary in effectiveness. Research shows that there are four types of feedback:

 Personal feedback
This includes feedback such as “well done”, “not enough effort here”, and marks like “65%” or “grade 3”. It has very little effect on learning, but it can be useful for building self-esteem or giving feedback about the student’s level of work.

 Task-based feedback
This involves giving a student the answer, or telling them exactly what to do. It has very little effect on learning.

 Process-based feedback
This type of feedback involves asking questions which encourage the student to think about the task. For example, you might ask: “What do you need at the end of a sentence?”. This is an effective type of feedback for learning.

 Self-regulation
This links in with developing our students’ metacognitive skills. It means helping students to be aware of themselves and to add in their own long term best interests. Self-regulation skills enable students to learn more effectively, to be able to pay attention, and to cope better with the stresses of life.

Task-based feedback is most appropriate when the student has no prior knowledge of the topic, while process-based feedback is suitable when the student has some prior knowledge. Self-regulation is effective when students already have a lot of prior knowledge on the topic and are ready to become independent with their learning on the topic.

Why does feedback work?

Feedback ensures that students are making the correct links with their new learning. This means that feedback is most effective when it is as immediate as possible. 

The evidence suggests that feedback should focus on how to improve the work, rather than giving praise or a mark. Once the student has made the improvement, you can then give them the mark or grade. The reason for this is that if you give feedback with improvements as well as praise, the brain focuses on the praise and not the correction.

This phenomenon is demonstrated in research into feedback. Students are divided into three groups: the Group 1 students receive a mark or grade, the Group 2 students receive formative comments as well as a mark or grade, and the Group 3 students receive formative comments. The students are reassessed later on the same topic.

The Group 1 and Group 2 students tend to achieve less highly than the Group 3 students. This suggests that the Group 2 students haven’t read the comment at all, and so are responding as if they only received a mark.

Summative and formative assessment

Summative assessment happens at the end of a topic or chunk of learning. It evaluates the student’s learning by comparing it against a benchmark. The teacher gives the student a numerical mark or grade. For example, a recital, project, or exam.

Formative assessment happens during the learning process. It aims to monitor learning so that teachers can modify their approach and students can correct their learning. For example, a concept map, short summary, or proposal.

Summative assessments have a slightly negative effect, so try to only use them when necessary. It is much better to use peer and self-assessment, as well as being less work for you. Peer assessment is particularly effective because both the person being assessed and the assessor learn in the process.

There are many different ways to give formative feedback. Here are some alternative names and methods:
.

• Assessment for Learning.
• Formative assessment.
• Self and peer assessment.
• Assertive questioning.
• Formative comments.

Image credits

Header image: http://hechingerreport.org/common-core-tests-will-widen-achievement-gap-at-first/

Discussion image: https://www.facultyfocus.com/tag/facilitating-effective-classroom-discussions/

Cross and tick: http://www.freepik.com/free-photos-vectors/tick

Student and teacher image: https://www.middleweb.com/20128/eight-essentials-good-student-feedback/

Marked work image: http://bryanmmathers.com/formative-vs-summative/

Formative summative image: https://www.teachertoolkit.co.uk/tag/5-minute-marking-plan/