T-A-G peer feedback

When introducing the concept of peer feedback to students it is important to scaffold this process for them.

What is T-A-G peer feedback?

The T-A-G feedback scaffold provides a simple introduction to giving feedback and is particularly useful when using peer feedback with younger students. The scaffold represents:

  • T – Tell them something you like
  • A – Ask a question about the work
  • G – Give a suggestion for improvement

How would I use T-A-G feedback?

Before inviting students to give feedback it is important to give them a clear focus for their feedback so, rather than getting general comments that are not necessarily going to improve the work, the presenter is given useful, specific feedback. For example, if students are presenting a model of a garden design they might be asked to focus their feedback on the materials suggested for use and the feedback might sound like:

  • T – I really like the way you’ve used tree stumps for seats because they are recycled so they are good for the environment and we might be able to get them for free
  • A – Why did you decide to put the sandpit underneath the big tree?
  • G – I think you should think about making a cover for the sandpit so that the leaves and sap from the tree don’t ruin the sand and so that people can use it safely.

When would I use T-A-G feedback?

It is important for the recipients of the feedback to have the opportunity to reflect on the feedback given and to act on the suggestions to refine and improve their product. Using T-A-G at regular intervals during the PBL implementation phase provides excellent opportunities for students to examine the work of their peers, get feedback from others and engage in producing multiple drafts with ongoing improvements and refinements as they work towards their final product.

Further reading

Strong Start Good Teachers Phase 3 – feedback to students

Australian Institute for Teaching and School Leadership (AITSL) Effective feedback

Victorian State Government – High impact teaching strategies (pages 31 and 32)

NESA - Effective feedback

Return to top of page