Feedback

What and why?

In learning, one of the most important factors is a feeling that you are getting somewhere. For some students, learning at school can seem like an endless list of exercises, in which they move from one task to the next. This can lead to a lack of a sense of direction in their learning or a feeling that there is no value in it. It is important, therefore, that students receive feedback on what they have done and that their effort is recognised and valued. Feedback may focus on the form of what they have done (spelling, grammar, neatness, etc.) or on its content (its message, the opinions and ideas expressed). As teachers, we typically respond to the form aspect, but it is only through the content aspect that we can really recognise our students as individuals with their own ideas. Feedback is also extremely important in helping students to progress. Research shows that students monitor who gets positive feedback and who doesn't. They quickly work out who the teacher thinks are 'good' students and who are 'bad' students. This can have an impact on their self-image as learners, so that they can begin to form attitudes such as 'I didn't do well in the test because I'm not very clever' or 'I never do well, so whatÕs the point of trying?'

Practical ideas

• Feedback can come from other students as well as from the teacher. Allowing time for students to show their work to each other (if they wish Ð this may be a sensitive point) can allow them an opportunity to have pride in their work, ask questions about things they are unsure of, and share ideas.
• If the students are engaged in a large activity, allow some time at the end for them to DISPLAY THEIR WORK.
• Feedback between students is best done in pairs or threes with students who are friends with each other.
• Feedback between students can be given a clear focus by asking them to produce a single rewritten version of their work which draws on what each of them has done. For example, if they have completed a guided piece of writing, they can produce a new version which has corrected spellings and grammar, extra ideas, etc.
• In feedback to each other, students may be over-critical or focus only on the form aspect. One way to overcome this is to insist that they make positive suggestions for improvement. Comments may also be limited to two or three points.
• Feedback to you, as the teacher, can be gained through the EVALUATION activities.
• In giving students feedback, it is very important that we praise all students for the efforts they have made. If students feel that their work has been noticed and is appreciated, they are more likely to work harder.
• Make a conscious effort to praise not only the 'good' students. Try to give positive feedback to all students. This doesn't mean that you have to accept poor work. It means that in your feedback you show students how they can improve. For example, you might say 'This is a good try. I liked reading about ... There are still quite a few spelling mistakes, though. When you have finished writing, you could check some of the words with a dictionary or the Wordlist in your book. Do you want to try next time?'