The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback”.
Hattie, J.A. (1992). Measuring the effects of schooling. Australian Journal of Education (see page 9).
Marking the examination papers for my Year 8 students (UK age 12-13) has made me think about the feedback I want to give them. I want to help them understand any misconceptions they have and what steps they need to make to improve.
Having marked the set of papers I can see common misconceptions so I thought this time I would provide my students with a list that they could traffic light as we review their examination. There is also room for their own comments. Once they have reflected on their performance and decided what they need to focus on I will give them some further questions. I believe we should also reflect on their revision techniques and strategies.
I will also provide them with a form they can complete with the possible marks for each question so they can write in their own marks.
The list has obviously been designed for this particular test, but in case it is useful for providing ideas, you can download it here:
Exam review checklist (Excel)
Exam review checklist (pdf)
The reference to the gritty attitude comes from Angela Lee Duckworth.
Feedback – how am I doing?
This booklet summarises a survey of feedback and marking in key stages 2 and 3 which was completed under the Education Development Plan (EDP) over several months in 2000 – 2001. A team of 19 advisers and advisory teachers were involved and they focused their observations on practice which was making a discernible difference to students’ learning.
Mike Gershon – The Whole Class Feedback Guide (hosted on TES Resources – registration is free)
25 strategies for eliciting feedback from an entire class of students.