Best Practice

What does effective student feedback look like? Part 2

Case studies (assessment) Pedagogy Marking & Feedback
Good feedback can have a significant impact on student progress. In the second part of this two-part article, teacher Helen Webb continues her research review on effective feedback, looking at assessment for learning, peer and self-assessment, the role of marking and the views of Ofsted

In part one of this article (What does effective student feedback look like? Part 1, SecEd, September 8, 2016: http://bit.ly/2cj1W4L), I focused on Professor John Hattie’s three major questions that effective feedback should answer and the four levels of feedback teachers might give. We looked at modelling success and feedback criteria, too. This article continues my review of feedback research.

“AfL (assessment for learning) is the process of seeking and interpreting evidence for use by students and their teachers to decide where the students are in their learning, where they need to go and how best to get there” (Rowe 2007).
In their article Inside the Black Box, Black and Wiliam (1998) explain that assessment for learning is based on five key factors:

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