Is your school ready to take the dialogue of feedback, one step further?
This research offers a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.
The research study “Matrix of Feedback for Learning” (Brooks et al., 2019) helps develop a critical aspect of teaching: feedback.
In developing and researching ideas for my book, Guide To Feedback, I have been exploring influences on feedback and the impact of how feedback is received, including how schools can take their teaching and learning policies into the next decade.
We know it is the quality of feedback received, not the quantity. However, few schools consider different forms of feedback, or the influences on how feedback is received – even by the most effective teachers. If you’ve not read the two hyperlinks above, then I’d highly recommend starting there.
Effective feedback should signpost the path forward (feed-forward), but it should also consider the journey that has been covered (feedback), and offer a reference point to a current and aspirational grade (feed up).
