Am I Providing Good Feedback

50 templates for improving teaching and learning

Section 9: Checklists for reflective teachers

Am I providing good feedback? Teachers’ notes

Rationale

The most effective feedback is formative in nature - that is it provides the ideas and guidance which students need to improve their work and supports them as autonomous learners who are responsible for their own progress. Formative assessment plays a crucial role in learning (Hattie et al. 1996). The best examples of formative assessment take account of: • • • • •

Different intelligences and learning styles (see pages 9-10). The benefits of rewarding effort as well as achievement. The amount of learning that has occurred rather than the performance. The need to motivate in order to promote self-esteem and learning. The fact that formative assessment should be only part of an overall teaching and learning policy (Clarke, 2005).

The templates provided in the section on Feedback (see pages 73-84) will provide support for teachers keen to develop their approach to formative assessment. How to use

The checklist allows teachers to reflect on their use of formative assessment. It should assist in the identification of areas to develop as well as providing reassurance about existing approaches to providing feedback.

© Connect Publications 2007

50 templates for improving teaching and learning

Section 9: Checklists for reflective teachers

Am I providing good feedback?

 Purpose of feedback Am I clear about what I am assessing? Do I provide feedback on the process of learning as well as the product? Do I provide feedback on the development of study skills? Student involvement Do I make students aware of the criteria for assessment? Do I allow thinking time when questioning? Do I ask open as well as closed questions? Do I create a supportive atmosphere where students are confident to make mistakes and take risks? Do I provide feedback on progress during lessons? Do students have the opportunity to improve their work? Peer- and self-assessment Do I help students learn how to self-assess? Do I help students learn how to peer-assess? Do I provide templates for use when self- and peer-assessing? Type of feedback Am I conscious of my non-verbal feedback? Do I avoid grading every piece of work? Is my feedback specific about how to make improvements? Is my feedback specific about successes? Do I make clear links between my feedback and learning objectives? Do I avoid empty praise? Institutional context Is my use of assessment monitored and reviewed by myself and colleagues? Is my marking supported by and in line with an overall feedback policy? Comments/ideas

© Connect Publications 2007

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