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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