What does great feedback look like?     
Feedback is described by some as a “double-edged sword” due to its ability to either help or hinder a pupil’s progress.  Whether this is true of not, feedback is part of every child’s educational journey, f done right, it has the ability to transform pupil’s learning, and being able to reflect constructively on feedback is an incredibly useful trait for later life.

But what does good feedback look like?

One researcher who has spent years and years examining feedback in education is Prof. John Hattie, best known for his large-scale data analysis (meta-analysis on meta-analysis). Hattie (2007) proposed that effective feedback delivered by teachers works at four levels:

1. Self: This includes non-specific comments directed at the learner, and not the task.
2. Task: This includes comments regarding how well the learner is accomplishing or performing the task.
3. Process: This includes comments specific to the processes underlying the task.
4. Self-regulation: This type of feedback supports students in monitoring and regulating their actions for a task.

It is generally not the case that one type of feedback is necessarily better or worse than another (though self-level feedback, i.e., “you are so clever”, has been associated with a range of negative consequences). It is more about considering what each type of feedback offers. For example, feedback about the task is beneficial if students had misinterpreted the original instructions.

However, if we are to make sure that feedback is taken on board and acted upon, we need to consider both how it is delivered and how it is being received.  Thus, if feedback is to be effective and prompt improvement, it is important to think about our pupils’ perceptions and ensure they understand what feedback is and what it isn’t.

It isn’t praise – if children falsely equate feedback with praise, then when it isn’t as effusive as they would like, they may interpret it as criticism. This can lead to them becoming overly-defensive defensive and rejecting the feedback. Likewise, it isn’t a judgement on their personality or future performance. It is simply advice that will bring them closer to their learning goals. Knowing this can help ensure that they don’t become too demotivated upon hearing critical feedback.

In summary, giving effective feedback may not be as simple as it first appears.  It is important to consider pupils’ perspectives when we a providing feedback. A young person’s perception may not be reality, but it can certainly have real-world consequences, so as a staff we feel it is too important to ignore. 

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