Осы сабақ білім алушылардың

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  Effective feedback depends on pupils being clear about what is expected of them and what they can expect from the teacher. Pupils should expect the feedback they receive to explain what they have done well with reasons, and where and how they can improve. Where this is the case they are more likely to engage with its content.
  

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  The learning objectives and learning outcomes should be used as the benchmark for the teacher’s oral and written feedback. They should be shared and made clear to pupils in advance of attempting the task. For example, if the learning outcome for the pupil is to be able to write a letter to a headteacher persuading him to agree to a school council, it is not appropriate for the feedback to concentrate simply on spelling and grammar
  

– it should focus more on the use of appropriate conventions for persuasive writing in a formal context which will have been taught beforehand.

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  Pupils should be given written feedback that provides clear evaluation of their strengths and weaknesses, prompts further thought and reasoning, and identifies the next step in their learning.
  

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  To be able to identify the next steps in pupils’ learning, teachers need an understanding of subject progression and to be able to recognise pupils’ misconceptions and difficulties.
  

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  Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils.
  

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  Feedback has been shown to improve learning where it gives each pupil specific guidance on strengths and weaknesses, preferably without any overall marks.