Improving academic resilience and self-efficacy through feedback: Moving from ‘what’ to ‘how’
Written by: Alexandra Greenfield
7 min read
ALEXANDRA GREENFIELD, HEAD OF ENGLISH, ST ALBANS HIGH SCHOOL FOR GIRLS, UK
There is no more valuable resource than time, and there is likely no aspect of teaching that takes disproportionally more time than it has impact than giving ineffective feedback.
(Hill, cited in Donarski, 2020, p. 37)
Getting feedback ‘right’ is, arguably, one of the most challenging components of teaching. While as educators one of our aims is certainly to ensure the best possible outcomes for our pupils, such a relentless focus on ‘what’ has been achieved can detract from a more productive focus on ‘how’ that has been achieved. Furthermore, in reality, the capacity to do the latter can lead to success in the former. Sadler argues that ‘for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production’ (1989, p. 119). In their study of the relationship between self-assessment and self-efficacy, Panadero et al. (2017, p. 76)
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
- Donarski S (2020) The Researched Guide to Assessment: An Evidence-Informed Guide for Teachers. Woodbridge: John Catt Educational.
- Evidence Based Education (2018) The four pillars of assessment: A resource guide. Available at: https://f.hubspotusercontent30.net/hubfs/2366135/The%20Four%20Pillars%20of%20Assessment.pdf (accessed 11 January 2024).
- Fletcher-Wood H (2018) Responsive Teaching: Cognitive Science and Formative Assessment in Practice. Abingdon: Routledge.
- Hattie J and Timperley H (2007) The power of feedback. Review of Educational Research 77(1): 81–112.
- Panadero E, Jonsson A and Botella J (2017) Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review 22: 74–98.
- Sadler D (1989) Formative assessment and the design of instructional systems. Instructional Science 18: 119–144.
- Wiliam D (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
- Wiliam D (2016) The secret of effective feedback. Educational Leadership 73(7): 10–15.
Subscribe
Please login to comment
0 Comments
