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Providing oral feedback

Below are examples of oral interactions occurring between students and teachers during a lesson.

  1. Have a look at your graph and the success criteria, there are some things not right. Can you see that you have used the wrong units and the scale that you have drawn along the x and y axis is uneven.
  2. Have a look at your graph and the success criteria, there are some things not right, what are they and what do you need to do to improve them?
  3. Give me an example of a cell and the different functions it can carry out?
  4. Your conclusion is clear, how did you get there?
  5. Ok, the answer you should have found is 20, what you have written is not correct so you need to do it again.
  6. I am going to ask you to separate that into two paragraphs please. The reason why is that in science exam questions they very often say describe this graph and write an explanation. You have only done one of these things.
  7. Warren why is it so terrible that you have mentioned molecules in relation to this third question about sodium chloride? Explain to me why that is such a bad thing to do?
  8. Just say it wasn’t a perfect experiment to carry out because of the equipment, and your use of it could have led to these anomalies.
  9. Remind yourself of our rules about probability and explain to me why we cannot have a probability value of 1.5?


From the list above select TWO examples that you believe are useful ways of providing oral feedback and TWO that are less productive. Note the examples you have chosen and explain the reasoning behind your selections in the comments.

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This article is from the free online course:

Feedback for Learning: Implementing Formative Assessment

National STEM Learning Centre