Effective Feedback
Strategies

Our professional learning works alongside teachers to strengthen feedback practices that are purposeful, actionable and embedded within everyday teaching and learning. The focus is not simply on giving better feedback, but on developing assessment-capable learners who can understand what quality looks like, monitor their own progress, seek and use feedback, and identify their next steps for learning.

Professional learning can include:

exploring current research into feedback and its impact on learning
unpacking the characteristics of effective, actionable feedback
developing assessment-capable learners
using learning intentions and success criteria to build clarity and shared understanding of quality
strengthening teacher-to-student feedback
developing meaningful peer feedback and self-assessment practices
building students’ capacity to seek, interpret and act on feedback
supporting learners to monitor progress and identify their own next steps
designing feedback practices that are manageable and purposeful
developing a consistent, whole-school language and culture of feedback

Ultimately, effective feedback should progressively shift learners from being recipients of feedback to active participants in the assessment process, able to evaluate their learning, recognise progress and make informed decisions about where to go next.

AITSL Standards addressed in this Professional Learning / partnership:

Standard 1: Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

Standard 3: Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.4 Select and use resources