Feedback as a topic in education has been discussed and debated many times over the last few years. This post will probably not add anything particularly new to this discussion – but it is a summary of the rationale and aims of feedback which my staff and I have recently discussed and agreed as a policy.
We know that John Hattie ranks Feedback very highly on his scale of elements of education that have high impact on learning.
I have also had the privilege today of listening to Barry Hymer discuss Feedback from a ‘Growth Mindset’ perspective. He discussed how it needs to focus on the task, the process and crucially enable self-regulation by the pupils. To reinforce the process not the product, the effort put in, and to give specific feedback in an authentic way.
So our views as a staff currently are:
Feedback is an essential part of the cycle of planning, teaching and learning and assessment.
Responding to pupils work through constructive comments acknowledges achievements and effort, promotes positive attitudes and behaviour and leads to an improvement in standards.
Feedback should be focused on sharing specific next steps for improvement, and time should be given for pupils to respond to this feedback and make improvements.
Teachers use their professional judgment in a constructive way when working with learners to support them making progress.
We show our love for the pupils in the time and care we put into feedback and the hope we have that every child can achieve amazing things.
To assist and activate learning.
To provide constructive, specific, learning focused feedback.
To raise pupil attainment and standards.
To allow children to reflect on their performance and to discuss and /or set new targets together with the teacher.
To address misconceptions in children’s learning and to inform future planning.
To ensure a dialogue about learning / progress, between teacher and child.
To encourage, motivate, support and promote positive attitudes.
To recognise achievement and progress towards the learning objective.
To show children that their work is valued.
We have also agreed a range of ways in which we will endeavour to carry out these principles and aims in practice, but I’m sure these will differ from school to school.
What I wonder is whether any other colleagues have any differing principles…