Feedback bridges the gap between the results we expect the pupils to achieve and the skill and knowledge level they are currently at.
Feedback has the strongest motivational effect on a pupil if it is focused on the following:
Feedback can be very powerful but its effect on learning and the learning process can vary (Visible learning, Hattie).
Feedback should point out a pupil’s achievements not their shortcomings.
Feedback should specify how and where to improve.
Feedback should include instructions on how to improve.
The feedback that pupils give to the teachers is even more important than that of the teacher to the pupils. Pupils’ written and spoken feedback helps the teachers plan future activities and take the pupils prior knowledge into account.
We gradually encourage pupils to give quality feedback to one another. We do that by leading by example first, then talking about what constitutes quality feedback, pointing out examples of quality feedback and ineffective feedback, and finally teaching them how to write them in real life.