Feedback like communication needs the cooperation of the giver and the taker. Teachers strive to give appropriate and timely feedback to pupils but if pupils have not been trained in receiving feedback and how to move forward then it is all in vain. The following sums up the roles of both parties.
What contributes to teachers giving good feedback
- The teacher knows learners and personalises feedback to suit the individual.
- Specific goals are given and clear guidance on how to meet them.
- Time is given to reading any comments on work.
- Help and suggestions are given at the right time for maximum impact.
- Oral feedback is given clearly and memorably.
- Feedback is done in a variety of ways.
- Follow-up work helps learners improve.
- There is work done on marginal gains in order to improve overall performance.
- The teacher is aware of personal bests and celebrates them.
- Homework is used to practise skills and to overcome shortcomings.
- Peer and self-marking are used in inventive ways.
- Data is used to check progress and track success.
What contributes to pupils receiving good feedback
- Pupils have respect for the teacher.
- There is a willingness to listen.
- Pupils are prepared to act on advice.
- There is a readiness to practise for perfection.
- There is a wish to improve.
- Pupils take on board any advice offered without rancour.
- There is a realisation that people work at perfecting a skill.
- There is a strong motivation to improve.
- Pupils discover intrinsic reasons to work and appreciate and extrinsic reasons.
- Pupils show cooperative skills and are willing to accept challenges.
- There is a willingness to ask questions or even challenge feedback.
- Pupils are given time to read comments, practise skills and improve performance.
- Autonomy is encouraged whereby a pupil can use inner voice feedback and that of others for self-improvement.