Feedback
Feedback is a huge part of formative assessment as it actively helps children to improve their work. Without giving children feedback they will not know how to improve or what they are good at. Clarke (2008, cited in Hayes, 2012:341) suggests 'one of the principal ways in which a positive learning environment can be achieved is through effective and sensitive feedback to children about the quality of their work.' Whilst giving feedback to children it is important that it is not all negative and not all positive either. Neither one of these gives children constructive feedback or displays sensitivity to children's needs as feedback should consist of both positive feedback and what needs to be improved as well.
Dylan Wiliam explaining how and why feedback should be used.
So how can feedback be given constructively?
One of the ways that written and oral feedback can be given constructively is through the use of the two stars and a wish format. This includes two positive things about children's work along with a suggestion on how it can be improved. Two stars and a wish can be given through teacher-pupil dialogue and pupil-pupil dialogue.
As giving feedback to all children in a class can be time consuming it is not plausible that children will receive individual written feedback for every task they complete so group feedback is used. Kyriacou (2009:94) suggests 'collective feedback at least ensure that pupils can note whether they are progressing correctly and, if they are not, they are then aware that they need to review their work or seek help.' This will help children's emotional development as well as it will make it clear to them that they are not alone and have the support of other students.
As giving feedback to all children in a class can be time consuming it is not plausible that children will receive individual written feedback for every task they complete so group feedback is used. Kyriacou (2009:94) suggests 'collective feedback at least ensure that pupils can note whether they are progressing correctly and, if they are not, they are then aware that they need to review their work or seek help.' This will help children's emotional development as well as it will make it clear to them that they are not alone and have the support of other students.