Is your school ready to take the dialogue of feedback, one step further?
This research offers a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.
The research study “Matrix of Feedback for Learning” (Brooks et al., 2019) helps develop a critical aspect of teaching: feedback.
In developing and researching ideas for my book, Guide To Feedback, I have been exploring influences on feedback and the impact of how feedback is received, including how schools can take their teaching and learning policies into the next decade.
We know it is the quality of feedback received, not the quantity. However, few schools consider different forms of feedback, or the influences on how feedback is received – even by the most effective teachers. If you’ve not read the two hyperlinks above, then I’d highly recommend starting there.
Exploring forms of feedback
Effective feedback should signpost the path forward (feed-forward), but it should also consider the journey that has been covered (feedback), and offer a reference point to a current and aspirational grade (feed up).
This study (n = 28) reveals a significant lean towards task-level feedback by the teacher, which may not sufficiently challenge students or encourage higher-level thinking and self-regulation.
The research recommends that teachers focus their diagnostic assessment by incorporating more feed-forward elements, focusing on the ‘next steps’ rather than just the current state. This involves setting clear, challenging yet achievable goals, encouraging self-assessment, and providing actionable advice that students can apply to future tasks. This helps close the feedback loop.
If feedback in classrooms is predominately task-level in nature, this suggests feedback in classrooms will be more about quantity, not quality, neglecting the future-focused feed-forward advice that can guide students toward improvement.
Helping teachers consider new ways to think about feedback …
A fabulous matrix is offered inside, which has inspired me to create this resource below, showcasing 9 different levels of feedback, with some practical applications:
- How can teachers balance task-level feedback with process and self-regulatory feedback?
- In what ways can teachers make feed-forward a regular part of the feedback cycle?
- How might pre-assessment tools be used to clarify learning intentions from the outset?
- What strategies can be employed to ensure feedback is actionable and student-focused?
- How can peer feedback contribute to a more comprehensive feedback model?
- Can technology aid in providing timely and effective feed-forward?
- How can student goals be aligned with feedback to promote mastery?
- What role does the classroom environment play in fostering a positive feedback culture?
- How can feedback be personalised for diverse learning needs?
- What measures can be put in place to monitor the impact of feedback on student learning?
The researchers conclude:
The progression of feedback is non-linear and relies on teachers’ use of formative assessment practices to check their students’ learning. As such, the feedback matrix is a model for learning that teachers could engage with through professional development, rather than a how to guide for effective feedback.
Read the full paper.
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