Assessment for learning, Feedback: what it is, what makes it effective, Handout, p.

Handout: Feedback: what it is, what makes it effective

1. What is feedback and why is it important?

In the expert interview at the beginning of this module, Gordon Stobart defined feedback as “information which closes the gap between
where the learner is, and where the learner needs to get to”. Feedback can come in many forms and from many sources, such as model
texts to follow, verbal, or visual prompts from a teacher or more competent peer, or even from self-regulation. When delivered effectively,
feedback is one of the most critical factors in learning, but there is no fixed format that works in every context. Teachers, therefore, have to
make choices about the feedback they give and identify the key factors that will guide students towards success.

Often the feedback students receive is too generalized to be helpful. Comments such as “7/10” or “work harder” provide no specific
information that can close the gap. Similarly, positive reinforcement such as “good work” can provide an instant boost to morale and
potentially increase the learner’s confidence and dedication in the short term. However, if the learner fails to improve then the words can
become hollow and cause them to doubt/disbelieve in themselves. Without any clarity on how they will get better through practice there is
no path to improvement.

2. What makes feedback effective?

As we have established, with feedback, one size does not fit all. Rather, there are a number of factors that go in to making feedback
effective.
• Clarity and focus: for feedback to be effective, it is important that it is delivered in a way that can be understood. The clearer the
feedback, the more effective it can be. General feedback, such as “study harder” or “you scored 7/10” provides no specific guidance and
no usable information. This means that students are likely to struggle to respond to it, or simply disregard it entirely. Similarly, swamping
students with too much feedback can lead to the same lack of action. By focusing feedback on a limited number of specific aspects can
help learners to understand what they need to do and how it will help them to improve.
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• Timing: well-timed feedback can be hard to define as there are several factors at work. Typically, the first thing that comes to mind is the
physical timing of feedback. This varies depending on where in the learning process the student is. In the early stages of language
learning, mistakes and misunderstandings can cause more immediate issues that prevent learning from progressing or communication
being effective. Feedback in these situations is likely to be almost instantaneous. Imagine trying to get on a surfboard for example: if the
goal is to stand up, feedback based on the actions you take in the moment is more likely to help you progress quickly. As students
progress with learning, the teacher may choose to wait to provide feedback in order not to interrupt flow or progression.

Of course, “well-timed” can also encompass the idea of “at an appropriate time for the learner” – in essence, at a time the student is ready
to hear it. This means thinking about the environmental conditions (are they listening? are they open to feedback?), but also where
feedback fits into the wider lesson plan. Feedback should be given when there is still time to action the recommendations that are made.
If learning moves on from the task or activity in question without the students having the opportunity to work on it, then feedback is more
likely to be viewed as a negative judgement.
• Relevance: feedback is most effective when it relates directly to what is being learned, i.e. tailored to the success criteria; and when it is
focused on the needs of the student, i.e. the specific learning intentions. To understand how feedback can help bridge the gap between
where students are and their learning goals, students need to be clear on the expectations of the task, and be able to see how feedback
relates to it. When giving feedback, it can be easy to get distracted by other elements of the work, especially features of presentation such
as spelling and punctuation, but sticking to one or two clear points will help learners to take relevant action. This can mean prioritizing
feedback, especially in cases where several success criteria need to be considered. One way to approach this is to identify the most salient
needs and focus feedback on these areas, leaving other criteria to be dealt with on the next task.
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3. What does effective feedback focus on?

In this module, Gordon Stobart highlighted how teachers often lie to students in terms of the expectations being set. However, this is
often because teachers struggle to know what to focus feedback on. While the learning criteria of a task may outline a number of
specific features, marking often isn’t a reflection of those criteria. Essentially, teachers become distracted by the surface features of
submissions, such as spelling or punctuation, putting the focus on these instead of what the learning criteria state.

When students receive feedback it is important that this focuses on the task they have completed, rather than themselves as
individuals. Vague comments, such as “you’ve made some mistakes” or “there are just one or two errors”, fail to provide the necessary
guidance to learners. Similarly, while comments such as “well done”, “you’re a natural”, or “you’re brilliant at this” may feel like positive
reinforcement, they can have a negative impact on learning and, in the long term, a loss of confidence. For example, students that
regularly receive praise about their abilities rather than their work can end up taking less risks or taking the easier option to avoid
failure.

Feedback is more likely to be effective when it focuses on the task. Using success criteria as a point of reference for feedback can help
to ensure there is clear guidance for the student, based on the task in question. Providing feedback in this way prompts learners to
discover errors for themselves and provides clear next steps for learners to take. It can also ensure that learners know what action
needs to be taken based on the feedback they receive.
The other key aspect that effective feedback focuses on is the steps needed to make improvements. Learners need to do something
with the feedback they receive, so this has an impact on when we give feedback and, as Stobart outlines in the interview, if we fail to
allow learners to do anything with the feedback, they take it negatively. For feedback to be effective, it needs to offer constructive
guidance and communicate the expectation of student involvement in the feedback process.
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4. What does effective feedback mean for learner and teacher roles?
When given well, feedback has a positive impact on both learning and teaching, but to ensure it is effective, small adjustments to the
roles of both teachers and students are needed.
Perhaps, the biggest impact on student roles is the expectations put upon them. By its nature, effective feedback requires students to
take an active role in the feedback process. Before tasks and activities begin, students are expected to take responsibility for asking
for clarification, sharing concerns, and understanding task criteria. During tasks, there is a need for students to exercise their self-
regulation skills, making use of techniques and strategies for self-assessment, and referring back to learning criteria.
Of course, the main area where students will need to take action and responsibility is when working with the feedback they receive.
For many learners, taking a passive role in the feedback process is second nature, for example looking at their grades without reading
the comments given. However, to get the most from feedback, students will need to work to implementing the suggestions made and
reflecting on their own learning.
Understanding how to use the feedback they receive will not always come naturally to students. This immediately casts the teacher
into a facilitative role: helping learners become familiar with learning strategies and increasing their ability to self-regulate so that less
teacher support is needed. For many teachers, this will mean some minor adjustments to the way they provide and guide feedback.
To ensure that they are supporting effective feedback, teachers can:
• Model effective feedback by demonstrating giving and using feedback themselves. Teachers can model openness to criticism by
creating an environment where mistakes are seen as opportunities for learning, and by sharing and discussing examples of
feedback being used to improve, either through personal examples or anonymous examples from previous classes.
• Create opportunities for students to see the connection between feedback and the improvement in their work. Use planning and
drafting work as a regular classroom activity, with opportunities for feedback at each stage. Learning targets can be recycled and
reviewed by setting new but similar assignments so students can implement feedback given in previous assignments.
Assessment for learning, Feedback: what it is, what makes it effective, Handout, p.5

• Clarify learning targets and criteria for students so they understand the reasons the work is for and how it will help them. Make
your directions and rubrics clear by putting them into language that is age and level appropriate. You can enhance learner agency
by encouraging students to put the rubrics into their own words, or even develop their own based on their needs.
• Teach peer and self-assessment skills through guided practice. This can be done in context, by giving learners the chance to use
new strategies on their own work. Opportunities for peer assessment can also help to support a constructive, feedback-friendly
environment for learning. To ensure that peer assessment works well, discuss guidelines and set class rules, for example “talk
about the work, not the person.”
While the role changes for both teachers and students may be minimal, supporting these adjustments will increase learner
motivation, lead to deeper trust between teacher and students, and provide learners more with more ownership and responsibility
for their own learning.

Background reading and research references:

• Bartlett, J. (2015) Outstanding Assessment for Learning in the Classroom Abingdon: Routledge
• Black, P., Harrison, C. et al (2003) Assessment for Learning: Putting it into Practice Maidenhead: Open University Press
• Boyd, E., Green, A., Hopfenbeck, T., & Stobart, G. (2019) Effective feedback: The key to successful assessment for learning. Oxford:
Oxford University Press. [available online] www.oup.com/elt/expert
• Brookhart, S. (2008) How to Give Effective Feedback to your Students Virginia: ASCD
• Chandler-Grevatt, A, (2018) How to assess your students. Oxford. Oxford University Press
• Pearsall, G. (2018) Fast and Effective Assessment Virginia: ASCD
• Stobart, G. (2014) The Expert Learner Maidenhead: Open University Press