# Reading Activity: Commentary

Using a language of assessment with students is not a mechanical process where you just say “Well done” or “This needs more work.” It involves more thought about how to help the student in their learning because this will make a difference to their achievement. Many teachers do this as a matter of course. But if you want to improve and develop your practice (even the most experienced among us need to do that!), then you need to think explicitly about what you are doing and saying to students.

As discussed, there is now quite substantial research evidence that underpins how important good-quality feedback is. Stop and reflect on the following important findings, which provide guidance on ways to enhance your skills in providing feedback.

- Written and oral feedback can be equally effective if each is given in some depth.
- Giving praise is valuable, but praise that is specific to the task and mentions attributes of the task that have been well done is more effective than general praise.
- Feedback is more effective if it is focused on the task rather than the general personality of the student.
- Feedback on behaviour and presentation may be necessary, but it should be alongside consistent feedback on tasks.
- Feedback should always indicate a future action (i.e. what the student should do next), given the discussion you have had with them.
- Mistakes should be seen as important learning opportunities.
- Whole-class feedback can be helpful. For example, “You have all done very well this lesson. I think everyone now understands how to balance simple chemical equations.”
- The student needs to see the feedback as useful, and so how you give the feedback must be sensitive to the student as a learner and a person.

You have looked at a number of detailed examples of good pedagogic planning and implementation. This is a good moment to stand back and think in overall terms about teaching methods and approaches. A very useful Australian website (www.evidencebasedteaching.org.au/evidence-based-teaching-strategies) has summarised the strategies that appear to really work in practice. The list that follows is based on solid research evidence.

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