Whole class feedback
The traditional approach of writing lots of comments in the margins and/or at the end of an essay can frequently have little or no impact, or sometimes even, impact that is negative. When managed well, however it can have a very powerful influence on student outcomes. This page describes the technique of Whole Class Feedback, which focuses on student response to the information they are given. After all, if the feedback has not resulted in changes being made, or learning happening, then it has been a waste of everyone's time. Whole class feedback can be more effective, and is a lot quicker to provide once you get used to it.
What is 'Whole Class Feedback'?
Most teachers would agree that providing feedback is one of the most time-consuming aspects of the job, and depressingly, can often produce little or even no positive result. Instead of writing individual comments on student assignments, Whole Class Feedback delivers feedback on the assignment to a group or class at once. Students are then invited to do work with the feedback, learning where and how to identify gaps or problems and then undertaking activity that shows how the feedback has brought about increased understanding and practical improvement.
How does it work?
Providing Whole Class Feedback can mean a range of different things, but perhaps a common approach would be as follows:
- Read through a set of class assignments and as you go make lists of features that you would like to draw attention to. This could mean elements of strength, elements of weakness and activities you want students to complete in order to demonstrate they have understood. You might also make notes of individuals who need some one-to-one follow up work, along with students who are deserving of particular praise.
- You might like to use a highlighter pen in order to draw attention to examples of strong practice, and perhaps elements that are problematic.
- Compile a list in the form of a feedback document (see below).
- Return the assignments, along with the feedback document and ask students to read carefully, then go back to their assignment to cross refer where and how they have made mistakes and where they have demonstrated understanding.
- Ask them to mark up their own assignment in reference to the feedback sheet, as well as complete any kind of 'feed forward' activity you choose to set.
Some teachers find this approach a bit too generalised and would prefer to give students something that is more individualised. If you agree, try the following:
- Read through the class assignments, as above. Find examples of good practice and also elements that need addressing and compile these in the form of a WCF document.
- Assign each area that needs work a number and put relevant numbers at the bottom of a student's assignment.
- Return the assignments to the students, along with the WCF sheet. They must first attend to the numbers they have been given, and then engage with any 'feed forward' tasks you want them to complete.
What would a feedback sheet look like?
You can design a feedback sheet in a way that makes the best sense to you. Take a look at an example of one below:
Download a blank version of this proforma in Word here
There are a host of alternative pro-forma feedback sheets online. Take a look at some more examples below:
(Available here)
Available here
Does it work?
Evidence for the efficacy of whole class feedback is pretty overwhelming. But it can take some time to adjust to, and does not of course need to be used all the time. Students might well resist the idea at first but if you explain to them the thinking behind it, and especially if you point out how and why it is more likely to result in higher levels of achievement, then it won't take long for them to get on board.
Take a look at some of the evidence:
Christodoulou, D (2019): Whole-class feedback: Saviour or fad?
Jones, A & Essery, M: How can we reduce teacher workload without affecting the quality of marking?