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Evidence review outlines three principles of effective teacher feedback

Marking & Feedback Pupil Attainment & Progress Pedagogy research
Teachers should adopt three principles of effective feedback rather than worrying about whether feedback is delivered verbally or written down, an evidence review has concluded.

An in-depth report – entitled Teacher feedback to improve pupil learning – has been written by Joe Colin and Alex Quigley and published by the Education Endowment Foundation (2021).

It says that rather than becoming preoccupied with choosing between feedback methods, such as written or verbal, schools should focus on issues such as the timing of their feedback and ensuring that pupils act on feedback.

Evidence in the EEF’s Teaching and Learning Toolkit shows that effective feedback is one of the most powerful levers for supporting pupil progress – adding a potential eight months of additional progress across an academic year (EEF, 2018).

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