“I don’t want a teacher to tell me ‘good job’. I want to know what I didn’t do well and how to improve it.” — Student Sefton High School (What works best in practice CESE:2020)

  • View a short animation from the Australian Institute of Teaching and School Leadership that leads teachers through the process of providing feedback
  • Providing students with effective feedback contributes to learning and achievement. You can access a snapshot of the research and additional resources around feedback through the Strong, Start, Great, Teachers resource
  • The use of interactional or contingent scaffolding provides a point of need feedback to EAL/D students. Examples of this type of scaffolding include recasting and appropriating students’ language into more academic, subject-specific English language, recapping what students have said and providing extended processing and ‘wait time’ for responses
  • Explicit and descriptive feedback needs to be tailored for students with disability and additional learning needs. This may include: focussing on the task, being specific, presenting feedback in manageable chunks, given immediately and with explicit strategies on what the student needs to do next. The feedback may need to be tailored for students with a disability to support their understanding and effectiveness.
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