Feedback Approaches

At Roydon, we believe that feedback should be meaningful, manageable and motivating.

At Roydon, feedback is an integral part of the learning cycle, and we aim to maximise the effectiveness of its use in practice. We have taken into consideration the research surrounding effective feedback and the workload implications for teachers, as well as research from cognitive science regarding the fragility of new learning.

Our policy is supported by the evidence of best practice from the Education Endowment Foundation and other expert organisations. Education Endowment Foundation research shows that effective feedback should:

• Redirect or refocus either the teacher’s or the learner’s actions to achieve a goal.

• Be specific, accurate and clear.

• Encourage and support further effort.

• Be given sparingly so that it is meaningful.

• Put the onus on learners to correct their own mistakes, rather than providing correct answers for them.

• Alert the teacher to misconceptions, so that the teacher can address these immediately or in subsequent lessons.

 

At Roydon, we focus on four approaches to feedback: 

Instant feedback - feedback given at the point of learning

Whole class feedback - 'Review feedback' helps to communicate misconceptions and next steps in a concise format

Self assessment - 'Summary feedback' given during the lesson encouraging pupils to reflect on their own learning

Peer assessment - 'Summary feedback' given during the lesson encouraging pupils to reflect on their own and classmates learning

Below you will find our feedback approach documents including the feedback codes used to support the pupils' progress and learning.