Why?

Proven 8+ months progress
Feedback is an important part of the assessment process. It has a significant effect on student learning and has been described as “the most powerful single moderator that enhances achievement” (Hattie, 1999).

• To benefit student learning, feedback needs to be:
  Constructive: As well as highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the work.
• Timely: Give feedback while the assessed work is still fresh in a student’s mind, before the student moves on to subsequent tasks.
• Meaningful: It should target individual needs, be linked to specific assessment criteria, and be received by a student in time to benefit subsequent work.

Feedback is valuable when it is received, understood and acted on. How students analyse, discuss and act on feedback is as important as the quality of the feedback itself (Nicol, 2010). Through the interaction students have with feedback, they come to understand how to develop their learning.

How?

Written feedback would include www/ebi (what went well/even better if) comments or make use of an assessment tracker in ks3 or assessment criteria in ks4 and could be peer, student or teacher comments.

Books should contain evidence of Green for Growth (GfG) and this time should be routinely built into lessons.

Teachers should aim to complete ‘live feedback’ during lessons, ensuring that the books of pupil premium students and SEN are seen first. The teacher indicates on the book where the student needs to improve but does not correct the work, placing the onus on the student to reflect and improve their work (using green pen). If the teacher spots a pattern or misconception made by several students then this can be addressed with the whole class.
Teachers could undertake ‘out loud’ feedback using a visualiser to talk through the work displayed; encouraging responses from the class with regards to successes, improvements, and comparisons with their own work.

Please note:
• Teacher comments should be for key pieces of work

• Teacher comments must be useful to the student. E.g. www – clear comment on effect on reader rather than well done, v.good or lovely effort.
• EBI comments should direct students how to improve E.g. ebi – explain how the opening creates fear rather than more detail
• Give instructions for GfG e.g. Find two more examples of powerful verbs

Use Demonstrate and Connect to assess learning:
Pupils write the heading ‘Demonstrate’ and complete a Demonstrate activity independently. This expectation must be made clear to pupils. Staff should add scaffold or challenge as appropriate.
The teacher highlights the Demonstrate heading to grade the work. Green = accelerated understanding – will require further stretch and challenge Amber = effective understanding – some misconceptions will need addressing Pink = limited understanding – further support required.
Staff create a differentiated Connect starter activity for the next lesson. This is completed by pupils in green pen under the heading ‘Connect’. The Connect activity can be self, peer or teacher assessed.

Specific verbal feedback is a feature of every good lesson and can be given by students or staff.