Leader of Pedagogy

The Impact of Effective Feedback 

This term, students will have more opportunities to give and receive feedback. Staff are aware of the benefits of providing fast feedback so that students can use it to inform their next steps, and consequently improve the quality of their work. Feedback can occur in many different forms, such as descriptive, informal, formal, self and peer feedback.

A recent survey of a selection of year 11 Studies of Religion students at O'Connor revealed that they valued descriptive feedback when asked the following questions:

1. How has descriptive feedback from staff and peers assisted you to prepare for an assessment task as part of the learning in class?

- It has allowed me to see where the gaps in my knowledge are

- It helps me better enhance my understanding of the assessment at task and better prepare me for it

- Descriptive feedback has allowed me to increase the quality of my responses throughout my year 11 studies. As well as this, it has shown me where there are my gaps in my knowledge

2. How has the co-construction of success criteria acted as a helpful form of feedback?  eg teacher and students working together to identify aspects that make your writing better in between drafts.

- It emphasises the areas of my writing that need improvement

- This has allowed me to find flaws in my work, making my responses increase in quality

- Students are able to identity how to be successful for the task

According to the National Education Association, feedback is an important component of the formative assessment process. Effective feedback addresses both cognitive and motivational factors at the same time. Done well, feedback can produce long-term positive effects in students, which include the following: ● A solid sense of self-efficacy 

● Self-awareness and responsibility 

● Self-regulation 

When educators understand how to construct and use effective feedback, it can transform classroom culture so that students find value in and take ownership of their learning and growth. Importantly, quality feedback can create the psychological climate necessary to foster trust and engagement, which can help remedy inequalities in the educational system and bring real opportunities for learning to all students.

Components of Effective Feedback 

Effective feedback is defined by its accuracy, comprehensiveness, and appropriateness, as well as how accessible it is to the student, meaning that an educator must be able to understand the technical structure of feedback, as well as how to communicate effectively to learners. Effective feedback accomplishes the following: 

● Directs attention to intended learning, drawing on strengths and offering specific information regarding how the learner can improve 

● Occurs during the learning, while there is time to act on the feedback 

● Addresses partial understanding 

● Does not do the thinking for the student 

● Limits corrective information to the amount of advice the student can act on. 

Mrs Jennifer Roff

Leader of Pedagogy (Years 10-12)