Michael Chiles, Geography Trust Lead, Great Schools Trust, UK
Every academic year, pupils receive feedback verbally and in written form, based on evidence interpreted by teachers from hundreds of assignments, assessments, practice exams, questioning and classroom activities. Feedback can play a pivotal role in learning. However, the research indicates that there is a significant difference between giving and receiving feedback, and that then being acted upon. Take a moment to consider the feedback that you have provided recently to students. How much of that feedback was heard? Did it make the ‘sound’ that you intended it to make? Unless we create the conditions for students to want to actively receive feedback and then act on it, it will not have the intended positive impact on learning. Shute’s report on formative feedback (2007) highlights the fact that good feedback has the potential to significantly improve learning outcomes, but only if delivered in the correct way.
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