Feedback is one of the most effective teaching and learning strategies and has an immediate impact on learning progress. High quality feedback is specific and on-going. When delivered in a timely manner, Hattie’s research shows feedback has an effect size of 1.13 on learning achievement.

Read more about Hattie’s research into effect size.

Feedback from practitioner to learner

Effective feedback from the practitioner:

  • focuses on the quality of the learner’s work product and/or processes
  • motivates and challenges the learner to further develop their knowledge and skills
  • does not give praise, reward or punishment
  • recognises that which the student has done well and identifies what has been misunderstood or not understood
  • focuses on the quality of the work and is specific
  • is directly linked to the learning intentions and success criteria
  • may be spoken, a gesture or formalised in writing.

​Feedback from learner to practitioner

Listening to answers to questions and looking closely at the work of learners on learning tasks provides practitioners with powerful feedback about the level of learner understanding and about their own practice. This evidence supports reflection and can provide strategies to more effectively assist learners to make progress with their learning'       

​Feedback from and to peers

Feedback often comes informally from and to peers. It can be improved and used productively if learners are taught concrete strategies for evaluating one another’s work against the learning intentions and the success criteria and providing appropriate feedback. Knowing the questions to ask when evaluating learning assists learners in the process of self-assessment.