Teacher Feedback to Improve Pupil Learning: EEF's guidance

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https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/feedback

Introduction: The importance of meaningful feedback

[Feedback, done well] supports pupil progress, building learning, addressing misunderstandings, and thereby closing the gap between where a pupil is and where the teacher wants them to be.

The timely practice app was built to enable:

Teaching small bites from each topic on the existing learning foundations + more returning to teach more on the topic more frequently than annually.
An increasing interval retrieval practice program, for everything that is taught and all the mathematics that the learner already knew will embed the learning into long term memory most efficiently.
The time in the lesson, where learners are engaged in retrieval practice, so the teacher can give feedback
Reducing the interval between one practice question and the next after feedback, so the learner can more easily remember and apply the feedback

applying this will reduce the need for feedback to a manageable amount.

Feedback in timely practice will often “fix learning” better than reteaching the topic next term.

All school leaders understand the importance of providing meaningful feedback. Done well, it supports pupil progress, building learning, addressing misunderstandings, and thereby closing the gap between where a pupil is and where the teacher wants them to be.

However, not all feedback has positive effects. Done badly, feedback can even harm progress. Nor is feedback ‘free’. Large amounts of time are spent providing pupils with feedback, perhaps not always productively.

Historically, much consideration has been given to the methods by which feedback is delivered. Specifically, should feedback be written, or should it be verbal? This guidance report aims to move beyond this and focus on what really matters: the principles of good feedback rather than the written or verbal methods of feedback delivery.

The guidance report is based on the best available international evidence, in addition to a review of current practice, and refined through consultation with teachers and other experts.

R1: Lay the foundations for effective feedback

Before providing feedback, teachers should provide high quality instruction, including the use of formative assessment strategies.

The timely practice app was built to enable:

Teaching small bites from each topic on the existing learning foundations + more returning to teach more on the topic more frequently than annually.
An increasing interval retrieval practice program, for everything that is taught and all the mathematics that the learner already knew will embed the learning into long term memory most efficiently

formative assessment strategies are required to set learning intentions (which feedback will aim towards) and to assess learning gaps (which feedback will address).

R2: Deliver appropriately timed feedback that focuses on moving learning forward

Feedback should focus on moving learning forward, targeting the specific learning gaps that pupils exhibit.

Feedback in timely practice is directed to answering specific question types independently and accurately.

There is not one clear answer for when feedback should be provided. Rather, teachers should judge whether more immediate or delayed feedback is required, considering the characteristics of the task set, the individual pupil, and the collective understanding of the class.

Feedback should focus on moving learning forward, targeting the specific learning gaps that pupils exhibit. Specifically, high quality feedback may focus on the task, subject, and self-regulation strategies.

Feedback that focuses on a learner’s personal characteristics, or feedback that offers only general and vague remarks, is less likely to be effective.

R3: Plan for how pupils will receive and use feedback

Implement strategies that encourage learners to welcome feedback.

Learners know that unless their teacher decides that a bite of learning is best learned later, they will continue to get practice questions on the bite. Answering independently and accurately increases the interval between one practice and the next. We hope teachers are able to share that they do it this way, to make sure every learner makes the best progress that they can

Teachers should also provide opportunities for pupils to use feedback.

The 5 to 15 minutes that teachers set aside every lesson for timely practice (retrieval practice or pre assess) is the best time for one to one feedback-dialogue.

Careful thought should be given to how pupils receive feedback. Pupil motivation, self-confidence, their trust in the teacher, and their capacity to receive information can impact feedback’s effectiveness. Teachers should, therefore, implement strategies that encourage learners to welcome feedback, and should monitor whether pupils are using it.

Teachers should also provide opportunities for pupils to use feedback. Only then will the feedback loop be closed so that pupil learning can progress.

R4: Carefully consider how to use purposeful, and time-efficient, written feedback

We recommend teacher only give verbal feedback and use the time freed up to do assessment.

Written methods of feedback, including written comments, marks, and scores, can improve pupil attainment; however, the effects of written feedback can vary.

The method of delivery (and whether a teacher chooses to use written or verbal feedback) is likely to be less important than ensuring that the principles of effective teacher feedback (Recommendations 1 – 3) are followed. Written feedback may be effective if it follows high quality foundations, is timed appropriately, focuses on the task, subject, and/or self-regulation, and is then used by pupils.

Some forms of written feedback have also been associated with a significant opportunity cost due to their impact on teacher workload. This should be monitored by teachers and school leaders.

R5: Carefully consider how to use purposeful verbal feedback

We recommend teacher only give verbal feedback and use the time freed up to do assessment.

R6: Design a school feedback policy that prioritises and exemplifies the principles of effective feedback

In classes using timely practice, teachers should only be expected to assess timely practice assignments (not practise-learn worksheets, nor end of unit tests).