INTRODUCTION    ORAL FEEDBACK

Research has shown that quality feedback, whether oral or written, has more impact on a pupil’s learning than a mark or a grade.

‘Feedback to any pupils should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils.’

(Paul Black & Dylan William – Inside the Black Box 1998).

Quality feedback is reporting back on what has been completed and what can be improved. Information on how this improvement can be achieved should be given.

At any one time pupils should be given only one or two targets for improvement.

All feedback must relate to the learning intentions and success criteria of the lesson and the quality of work. It should not be a personal comment.

ORAL FEEDBACK

Oral feedback is a powerful tool, which can be used continuously throughout a lesson or activity, to recognise effort and to help pupils to achieve success. Feedback can take the form of questioning. This can build confidence and self-esteem and raise personal aspirations.

WRITTEN FEEDBACK

This is used at the end of a lesson or activity. It is a method by which feedback can be given on a finished product, whether a report or homework, to determine whether the success criteria have been met.