Feedback is an explicit teaching strategy and is most useful when it is aligned to the learning intentions and success criteria of a lesson or learning experience (Clarke, Timperley and Hattie 2023). It is most effective when delivered during learning (Clarke 2014). Feedback must cause students to think and act in ways that will help them to bridge the gap between their current state and the intended demonstration of learning.

Effective feedback:

• assists the learner to reflect on their learning so they can make adjustments and progress
• is timely, specific and on-going
• includes teacher to student, student to teacher, peer and self assessment
• is a deliberate practice that requires planning
• is responsive to student needs.

Strategy learning module

The Strategy learning module – using effective feedback (PPTX 10.5 MB):

• breaks down the strategy
• shows how the strategy can be applied using different techniques
• offers professional learning support for a whole-school approach to explicit teaching.

More information about how to implement this professional learning can be found on Leading explicit teaching.

Technique guides

Explicit teaching strategies are implemented in the classroom through a range of techniques that are intentionally selected by the teacher. These techniques are not an exhaustive list of every approach a teacher may use to implement this strategy. These technique guides provide support to teachers to understand and apply the technique as part of their explicit teaching practice:

• Technique guide – teacher feedback (PDF 681.8 KB)
• Technique guide – peer and self-feedback (PDF 685.5 KB).

What it isn’t

• Grades or marks – 'As soon as students get a grade, the learning stops. We may not like it, but the research reviewed here shows that this is a relatively stable feature of how human minds work' (Wiliam 2011:123).
• Praise, which can interfere with student self-efficacy (Hattie and Clarke 2019).
• Sharing all possible areas for improvement in student work.
  
• Comments not aligned to the learning intention and success criteria.
  

Further resources

• Black P and Wiliam D (2009) Developing the theory of formative assessmentExternal link, Educational Assessment Evaluation and Accountability, 21:5-31.
• Maths in schools podcast (28 July 2023) Feedback that is specific and clearly actionableExternal link.
• Clarke S (2014) Outstanding Formative Assessment: Culture and Practice, Hodder Education, Great Britain.
• Hattie J and Clarke S (2019) Visible Learning: Feedback, Routledge, New York.
• NESA (NSW Education Standard Authority) (n.d.) Effective feedbackExternal link.