Feedback to Learning
At Beaconside we believe improving and developing children's learning is a two-way process. Feedback, whether verbal or written, is a vital part of the learning and assessment process. It is important that progress and achievement are recognised and constructive comments are made to help children improve.
· To ensure that feedback provided to the pupils is constructive, useable and whilst celebrating successes, addresses the pupil's next steps in order that they make good progress.
· To ensure that 'feedback' is a two-way process in which both parties play an active role.
· To teach children to recognise what they do well and how they can improve and foster a culture whereby it is alright to make mistakes, but then good to learn from them and make improvements.
· To provide opportunities to give praise and encouragement and to motivate children to want to produce high quality work and make progress.
· To develop self and peer assessment techniques.
· To help children to improve their learning through the setting of challenging, but achievable next steps/ targets.
· To ensure a consistency of approach throughout the whole school.
Characteristics of effective feedback
"Good assessment for Learning involves a two-way dialogue between both student and teacher; each not only listening to what the other is saying, but also using what is said to inform the learning process."
Therefore feedback should:
· Encourage a dialogue about learning.
· Be clearly related to the WALT of the lesson/learning focus.
· Be delivered through both verbal and written responses
· Be meaningful for the individual child - relevant for the pupil's level of understanding and capabilities.
· Be used to inform the next steps at either individual or whole class level.
· Be positive and constructive - appropriate praise given and identification as to how the child can improve.
· Confirm that pupils are on the right track and encourage reflection on how to improve a piece of work.
· Act as 'scaffolding', i.e. pupils should be given as much help as they need to use their knowledge. They should not be given the complete solutions as soon as they get stuck and should learn to think things through for themselves.
· Help to find alternative solutions if simply repeating an explanation continue to lead to failure.
Whenever possible, marking and feedback should involve the child directly. For younger children and those with SEN issues, the more important it is that the feedback is oral and immediate. The comments made, either verbally or recorded, will relate to the WALT and recognise children's achievements and indication of the next steps in their learning. Pupils are encouraged to review their learning against the success criteria before it is handed to the teacher.There will be time built into lessons for children to reflect on marking and respond to it.
Unfortunately not the ones with chocolate chips.
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