Feedback during learning gives students important information in regard to where students are now in relation to where they want to be and to prompt further learning.
Feedback given in response to particular learning targets is very focussed, specific and immediate. Students understand the language being used as it is directly referring to the target, student successes are mentioned specifically and intervention feedback is also given that guides further improvement.
Feedback can happen very quickly during the learning, as the target to be achieved is visible to student and teacher, allowing successes to be identified quickly and areas to work on negotiated with students.
When using rubrics it was especially quick to find what students were doing well, and what they needed to do to progress to the next level.
In writing, students had individual targets (based on Levels of writing competence) and when marking and conferencing on their work, feedback on their targets provided an informative and structured protocol that enabled students to see and hear about their successes and where they needed to work on next.
Writing levels, writing targets, writing feedback:
