3.2 The impact of feedback
Significant amounts of time and effort are expended on teacher and peer assessment to provide oral and written feedback comments – the challenge is to make this feedback effective (specific, encouraging, clear) and to engage students in a dialogue about their work.
Weeden (2005) suggests prompts should encourage immediate improvements. Can you think of some examples?
- Reminder prompts – say more about …
- Scaffold prompts – can you explain why …? (questions)
- Example prompts – choose one of these statements or create your own.
You can look for examples of these and other prompts in the next activity, which focuses on the feedback students receive from a teacher.
Activity 6 AfL questioning and groupwork feedback
Watch the ‘Group work and feedback’ [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] video. (Alternatively, you can read a transcript.)
Note any issues that are relevant to your own practice or tips that you could develop in your own feedback.
For example:
- How do you respond when a student goes beyond the intended learning outcomes?
- How do you share feedback? Does it always have to ‘come through you’?