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Assessment: A Whole-School Approach
  • Assessment: A Whole-School Approach
  • Faria Education Group
  • About the Author
  • Overview
  • First Principle Thinking
  • The Purpose of Assessment
  • Developing an Assessment Culture
  • Assessment in Context – Teaching and Reporting
  • What is Assessment?
  • Why do we Assess?
  • Establishing and Using an Assessment Framework
    • Designing an Assessment Framework
  • What are we assessing?
    • Learning Motivations
    • Approach to Learning/Learning how to Learn
  • Assessment and the Report Card
  • Planning for Assessment
  • Phase One: Preparation (Establishing Capabilities and Resources)
  • Phase Two: Implementation (Design and Implementation/Integration)
    • Backwards by Design
    • Effective Classroom Assessment Practices
      • Micro-Assessments
    • Assessment Design Principles
      • Validity
      • Reliability
      • Authentic
      • Sufficient
    • Key Principles of Design
  • The Assessment Framework and a Development Pathway
  • Phase Three: Feedback and Reflection
  • Learning, Assessment, Feedback Routine
  • Good Feedback Practices
    • Feedback Strategies
    • Moving from Feedback to Feedforward
    • Delaying the Grade: How to Get Students to Read Feedback
    • Flash Feedback: How to Provide More Meaningful Feedback in Less Time
  • Assessment within the Learning Experience
  • Implementation and Monitoring
  • Further Reading
  • Looking for More Support in This Area?
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  • What is Feedback?
  • What does good feedback do?

Phase Three: Feedback and Reflection

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Last updated 2 years ago

What is Feedback?

Feedback in learning refers to the process of providing students with information about their performance on academic tasks, assessments or other learning experiences. This feedback is intended to help students understand their strengths and weaknesses and to help them improve their learning and performance over time.

report on research aimed at identifying those influences that are most effective in improving student achievement. They reviewed 196 studies on feedback and determined that effective feedback can almost double the average student growth over a school year.

What does good feedback do?

  • It generates information about the learner’s performance that the learner can respond to in their next learning engagement of a similar type.

  • It generates information about performance relative to the learning goals communicated.

  • It generates information from the evidence of learning.

  • The information can readily be shared with teaching staff, support staff and parents.

  • The information is framed in such a way that it encourages changes in student learning behaviour and classroom teaching practices.

Hattie and Timperley (2007)