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This content is taken from the National STEM Learning Centre's online course, Feedback for Learning: Implementing Formative Assessment. Join the course to learn more.

Skip to 0 minutes and 8 seconds The focus this week is on developing a range of strategies that can be used when working with students with feedback either on written work, or when talking to them in the lesson. Last week we looked at characteristics that can help make the feedback we use more effective for our learners. One overarching principle, which encompasses all of these characteristics, is that feedback should cause the students to think. In other words, students need to be cognitively challenged and need to engage with the feedback if it is to help develop their learning. This week we will we will explore a range of practical activities you can try with your students.

Skip to 0 minutes and 52 seconds We hope these will help support you in ensuring your students are thinking, as well as responding, to feedback you use during both written and oral interactions.

Key principles: teacher to student written feedback

Andrea Mapplebeck raises a key principle here that encompasses all the different characteristic of feedback we have explored to date: namely that feedback makes the students think.

As we progress through this week we are going to help you by sharing ideas of how this can be achieved, whether you are using written or oral feedback.

This is different to just getting the students to respond and take action. It is important because we want to get the students cognitively engaged so that they think and are aware of what they need to be doing to improve, so that they own what they are learning, and more importantly begin to understand how they are learning. This is where feedback becomes really powerful when it helps develop the student’s own learning capabilities.

Sharing approaches

What approaches have you used that you have found not only support your students in being engaged with and responding to feedback, but also help them think as a consequence of it happening?

Share in the comments below:

  • A summary of your idea
  • Any ways you have had to adapt it for different students
  • Read ideas that others are also sharing and if needed ask them clarification questions so that we can learn more approaches from each other.

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This video is from the free online course:

Feedback for Learning: Implementing Formative Assessment

National STEM Learning Centre