Assessment Overview

Feedback on assessment

Learners appreciate feedback, which should always be given after assessment. It is a vital part of the learning process and may be given verbally or in writing.  Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning.

Good feedback is a two-way process and the learner should engage in the learning opportunity process.

Skilled tutors use feedback to learners for two things:

“Professor John Hattie found that Feedback has more effect on achievement than any other factor. Professors Paul Black and Dylan Wiliam of Kings College London spent four years studying and reviewing research into feedback which is closely linked to ‘formative assessment’. They concluded in agreement with Professor Hattie that formative assessment has a huge effect on learning quality. It has been found to add the equivalent of two grades to students’ achievement if done very well.” (http://geoffpetty.com/for-teachers/feedback-and-questions/)

Learners need information on what they do well, and how to improve, then they need to act on this. Teachers can give feedback, but learners can too, with self- assessment and peer assessment. The best feedback (or formative assessment) uses learner’s work to diagnose strengths and weaknesses, and to set individual targets for improvement

Good feedback will result in

• improved learning
• changing traditional classroom practices
• clarifying learning criteria
• raising achievement
• increased leaner engagement
• increased learner confidence
• moving the learner forward in the development of their skills, knowledge and understanding
  

Good feedback will enable:

• the learner to clarify understanding,
• allow for misconceptions to be rectified,
• provision of a measure of progress towards learning outcomes,
• identification of areas of that need improvements

“Feedback is only successful if students’ learning improves – and this depends on their capacity to understand it and inclination to accept and act on it.  It’s got an interpersonal, motivational element that can’t be brushed aside.  Giving feedback isn’t a purely technical, objective task – although it does have to suggest actions students can actually take rather than offering a nebulous retrospective critique”  Tom Sherrington January 10, 2019 available at https://teacherhead.com/2019/01/10/revisiting-dylan-wiliams-five-brilliant-formative-assessment-strategies/

 Feedback should:

• Be constructive
• Be analytical and precise
• Give emphasis to things done well
• Explain what needs to be done differently
• Be clearly expressed
• Show the way forward
• Check that the learner has understood what needs to be done
• Leave the learner feeling positive about his/her learning
• Address the needs of the group and the individual
• Progress learning

Consider the Feedback Sandwich

•  Make it fresh
•  Keep the filling straightforward
•  Aim for a balance of tastes
  

To explore feedback further:

Read  “Inside the black box” at: https://weaeducation.typepad.co.uk/files/blackbox-1.pdf

 See also Geoff Petty’s books: ‘How to Teach Even Better: an evidence based approach’. (2018) Oxford University Press – chapter 11

‘Teaching Today: a practical guide’ 5th Ed (2014) Oxford University Press – chapters 6 and 43.