Revolutionising classroom feedback: A practical approach to Dylan Wiliam’s vision

AIMEE WILLIAMS, DIRECTOR OF SCHOOL IMPROVEMENT, THREE SPIRES TRUST, UK Introduction In the ever-evolving landscape of education, the impact of influential figures like Dylan William cannot be overstated. For the uninitiated, his influential work on feedback in the classroom emphasises the importance of formative assessment as a powerful tool for improving student learning and ‘moving learning forward’ (Wiliam, 2018). He advocates for feedback that is timely, specific and actionable, fostering a continuous cycle of assessment and adjustment to enhance educational outcomes. While his insights have reached far and wide, the translation of his work into actionable classroom strategies remains a challenge. This article delves into an approach taken by one of our schools to bridge this gap, using Sherrington’s 5R model (2017), underpinned by Hattie and Timperley’s principles on ‘feed up, feedback, feed forward’ (2007). The school’s success in transforming feedback practices s