Effective Written Feedback in Assessment for Learning

Assessment for Learning (AfL) is an approach where assessment is used to inform teaching and learning. Feedback is a crucial component of AfL. Effective feedback helps students understand what they have done well, what they need to improve, and how to make those improvements. Written feedback is a common form of feedback given to students on their work.

Let's analyze the two points provided regarding written feedback in Assessment for Learning:

• Point I: Don’t jump straight to errors. Praise first.

  This point suggests starting feedback on a positive note by acknowledging what the student has done correctly or well before addressing areas that need improvement. This approach is often referred to as the "sandwich" method (praise, criticism/suggestion, praise) or simply starting with strengths. Praising first can help build the student's confidence, make them more receptive to constructive criticism, and show that their efforts are valued. It encourages a positive attitude towards learning and feedback.

• Point II: Encourage the student to make corrections. Don’t simply write the correct answers, spellings, and so on.

  This point emphasizes that effective written feedback in AfL should guide the student towards understanding and correcting their own mistakes, rather than just giving them the correct answers. Simply providing correct answers doesn't necessarily help the student understand why they were wrong or how to avoid the same error in the future. Encouraging self-correction, perhaps through hints, questions, or specific suggestions for improvement, promotes deeper learning, critical thinking, and autonomy. This aligns perfectly with the goal of AfL, which is to help students become more effective learners.

Both points align with the principles of effective feedback in Assessment for Learning. Starting with praise sets a positive tone, and guiding students towards self-correction promotes active learning and understanding. Therefore, both points are important considerations when giving written feedback in Assessment for Learning.

Revision Table: Key Aspects of Written Feedback in AfL

Additional Information: Characteristics of Effective Feedback

Beyond the points discussed, effective written feedback in Assessment for Learning also has other characteristics:

• Timely: Feedback should be given soon after the work is completed so that the student can still recall the context and apply the feedback.
• Specific: General comments like "Good work" are less helpful than specific feedback pointing to particular strengths or areas for improvement (e.g., "Your introduction clearly states your main argument," or "Consider providing more evidence to support this claim in paragraph 3").
• Actionable: Feedback should suggest concrete steps the student can take to improve. It should focus on the task goals and criteria.
• Understandable: The language used should be clear and appropriate for the student's level.
• Focused: It's often better to focus on a few key areas for improvement rather than listing every single error, which can be overwhelming.
• Related to Learning Goals: Feedback should be linked to the learning objectives or criteria of the task.

Incorporating these characteristics, along with the points mentioned in the question, leads to more effective written feedback that truly supports student learning within the framework of Assessment for Learning.