Module 1: Oral feedback

Unit
4
Module 1: Oral feedback
Objectives
• To highlight how effective oral feedback develops pupils’ learning
• To consider a range of strategies for giving effective oral feedback which can
be both formal and informal
• To help teachers plan for giving effective oral feedback
• To help schools develop a whole-school policy linking and clarifying the
relationship between oral and written feedback
Resources
Slides 4.1.1–4.1.9
Handouts 4.1.1–4.1.7
Video sequence for this module
Session outline
4.1 Introduction 20 minutes
4.2 Using oral feedback for different purposes 25 minutes
4.3 Making the most of feedback 10 minutes
4.4 Planning for oral feedback 15 minutes
4.5 Ready for more? 5 minutes
Total
75 minutes
4.1 Introduction 20 minutes
Show slide 4.1.1 to introduce the objectives of the module. (5 minutes)
Slide 4.1.1
Explain the following.
• Modules 1 and 2 of this unit, ‘Oral feedback’ and ‘Written feedback’, are
closely interrelated. Both focus on improving the quality of regular
1 Unit 4, Module1: Oral feedback © Crown copyright 2004

constructive, informative and focused feedback in order to help pupils take
the next steps in their learning and make progress towards their targets.
• Module 2, ‘Written feedback’, focuses on providing high-quality, detailed
and informative marking on a selective basis rather than cursory surface
marking for all pupils on every piece of work. This will involve a significant
change in marking policy for many departments and schools. This approach
to providing written feedback cannot work unless oral feedback is detailed,
personalised and routinely provides the information pupils need to
make progress.
• The relationship between oral and written feedback needs to be agreed and
embodied in whole-school policy. It should be explicitly shared with pupils
and parents so that it is clear what pupils can expect to receive.
• Schools must continue to ensure that approaches to providing feedback
and its quality remain consistent across departments.
Tell participants that:
• oral feedback is a powerful force for moving pupils on and will be the most
regular and interactive form of feedback;
• oral feedback is direct (targeted to individuals or groups), but also indirect
(others listen and reflect on what has been said);
• oral feedback is implicit in all lessons. This module aims to make
spontaneous oral feedback more effective and help teachers plan for oral
feedback more explicitly;
• effective oral feedback takes time to develop, needs to be planned and
requires fostering within a supportive learning environment;
• in their study of the effects of oral feedback, which examined 3000 reports
covering nearly 13,000 students, Kluger and DeNisi (1996) found that oral
feedback raised achievement in 60% of cases, but in 40% was ineffective.
The challenge, therefore, is to identify what makes oral feedback effective.
Show slide 4.1.2.
Slide 4.1.2
Explain that feedback works in three directions:
• Teacher to pupil – teacher giving information to pupils regarding current
achievement, and next steps.
• Pupil to teacher – teacher receiving feedback from pupils about
their learning.
2 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

• Pupil to pupil – in peer assessment.
All of these are important, necessary and very clearly interlinked. In offering oral
feedback the teacher should model the language of feedback that pupils can
then employ themselves. Point out that further support and training can be
found as follows:
• Improving the quality of responses gained from pupils: modules on
‘Questioning’, ‘Challenge’ and ‘Plenaries’ in the Training materials for the
foundation subjects (DfES 0350/2002)
• Improving pupils’ oral responses: module 7, ‘The management of group
talk’ in Literacy across the curriculum (DfEE 0235/2001). This deals with
improving and structuring pupils’ speaking and listening skills, and suggests
appropriate ways to group pupils for different types of support
and interaction.
• Peer and self assessment: unit 5 of this folder.
Tell participants that:
• although all three areas are crucial to the learning process, this module
focuses on the quality of teachers’ responses to pupils at various points in
the teaching and learning sequence;
• this module will look at how to improve the quality of spontaneous
interactive response, helping the teacher to know when and how to
intervene, and how to move on, refocus and refine learning.
Task A (5 minutes)
Working in threes or fours, ask participants to discuss the advantages of giving
oral feedback in lessons. Without showing slide 4.1.3 offer one example.
Take brief feedback. Show slide 4.1.3 and use the comments below to expand
on any points not covered. Note any further suggestions.
Slide 4.1.3
Use the following points to support feedback:
• Immediate and context-specific – able to deal with misconceptions
as they occur and in the context of the specific learning.
• Dynamic and adaptable – allows for exchange of ideas and is adaptable
to respective learning needs at the point of receiving.
• Ongoing – a continuous and familiar part of a lesson.
3 Unit 4, Module1: Oral feedback © Crown copyright 2004

• Episodic – a lesson can be punctuated with plenary moments to structure
learning with reference to the objectives threaded through the lesson.
• Stimulating – oral feedback can encourage, enthuse and stimulate.
• Personalised – facial expressions and body language enhance feedback.
• Versatile – questioning, modelling and explaining can all be used as means
of providing feedback.
• Motivating – pupils like immediate oral feedback and respond easily as the
learning is fresh, and quick improvements build a feeling of success.
Task B (10 minutes)
Introduce this task by saying that teachers need to plan carefully to make their
feedback more effective and reduce the pitfalls. In this activity show slide 4.1.4.
Allocate two or three bullet points to pairs or groups. Ask participants to
discuss possible ways of avoiding the suggested difficulties. Allow 5 minutes for
discussing the issues and suggesting some possible solutions.
Slide 4.1.4
Briefly take feedback and draw on handout 4.1.1, selecting some examples.
Handout 4.1.1
Handout 4.1.1
Some solutions to possible difficulties
• Instant responses from the teacher may not always be well considered or
sufficiently focused on learning objectives.
– Feedback should always be very clearly related to the lesson objectives and avoid
comment on extraneous factors or areas; the objective needs to be fully explored at the
outset of the lesson, task or episode.
– Wait time before and after questions or required responses encourages pupils to consider
carefully and expand on their response. Other pupils can be asked to reflect or comment
on the response before the teacher responds.
– Encourage pupils to use specific learning outcomes (success criteria) to assess their
own or others’ responses, before or after your feedback.
– Using prompts such as Would you like to say a bit more about that? gives the teacher the
opportunity to see what stage of thinking the learner has reached and to fine-tune
feedback as appropriate. Such teacher responses also make the process developmental.
– Teachers should attempt to pre-empt possible misconceptions and issues in explanation
of the task.
– Teachers can use pre-emptive strategies, e.g. discuss possible pitfalls and success
criteria when setting tasks.
– Targeting questions or plenary activities at specific pupils can reduce the likelihood of
inappropriate responses from pupils.
– Teachers need to consider the style of feedback given as well as the content and its
implication for the way the lesson progresses, e.g. the choice between simple
acknowledgement that an answer is correct or a response that urges further
amplification or exploration.
• Pupils do not act on oral feedback and do not take it seriously. Other pupils do not
listen to it.
– It takes time to develop a supportive culture in the classroom and to establish that your
own and other pupils’ errors are learning opportunities.
– It takes time to establish the value and importance of giving and receiving feedback.
– While focusing on specific areas of a response, be prepared to say when an answer is
wrong in order to avoid confusion or reinforcing misconceptions.
– Pupils need explicit training and practice in the ground rules of speaking and listening.
– Ask another pupil to follow up on feedback.
• Unplanned responses can become random and fail to develop pupils’ learning in a
structured way.
– Questions and tasks need to be planned to encourage higher-level thinking and responses
so that feedback can help develop it.
– Structure chains of questions and tasks incrementally so that feedback also moves
learning on.
– Ensure that some time is built in for more extended or structured feedback at an
appropriate time.
• Oral feedback is ephemeral.
– This is largely true but what is important is to ensure pupils have time to respond and act
on the feedback if necessary.
Handout 4.1.1 cont.
– It may be helpful in some instances to get pupils to reflect on the feedback and write their
next steps or targets in their exercise books, or to revise their work/performance/learning
behaviours in the light of feedback there and then.
– Make a mental (or actual) note of pupils’ responses and return to points later to check on
understanding and follow up.
• Pupils may feel exposed by public feedback.
– The key is to establish a supportive environment in which pupils are happy to contribute to
the lesson. Share the process by encouraging pupils to talk through their thinking and
identify points at which they went wrong or identify ways to improve.
– Establish the idea that if you are not making mistakes you are not learning.
– Create a challenge culture over time where genuine errors are perceived as positive
learning opportunities, and where challenge is welcomed and pupils do not automatically
choose the easiest option.
– Provide opportunities to give private or small group feedback.
– Establish routines for group and guided work.
– Always reinforce the value of the pupils’ contribution.
– On occasions, be willing to acknowledge your own errors or lack of specific knowledge.
• Pupils may not have the time needed to reflect on the feedback and respond to it.
– Not all responses will require reflection or adjustment; some simply confirm, acknowledge
or encourage.
– Provide more time by echoing the point, e.g. So what you’re saying is …
– Build in time for pupils to amend work.
– Build in regular structured review points.
• Feedback may not be immediately understood.
– Use pupils or their work to exemplify your comments.
– If you are unsure check later.
• Individuals can dominate question and answer sessions and extended oral
feedback slows down learning for others in the class.
– ‘No hands up’ questioning is an excellent way of ensuring time for reflection, involving all
pupils in thinking and enabling teachers to target and support individuals.
– If instant oral feedback reveals the need for more extended interaction with an individual,
which will not be of benefit to the class, make time later, such as during independent work.
– Offer more extended feedback in small groups.
– Feed back to the whole class when it is relevant, using methods other than questioning,
e.g. demonstration, or check pupils’ understanding by silent methods, e.g. whiteboards or
‘show me’ activities.
• Time for individual feedback is limited.
– Try to offer collective feedback to the class where there are shared learning tasks.
– Utilise small group or guided work on a regular basis to offer feedback to pupils with
similar needs.
– Establish understanding that periodic reviews or coaching sessions will be available to
all pupils on a rotation basis.
It is not necessary to cover all the points, as handout 4.1.1 should be given out
to teachers at the end of the session to use as an aide-memoire to support their
own classroom practice.
After feedback and discussion say that:
• teachers need to plan alternatives to random questioning and cursory
responses using approaches which encourage pupils to develop their
thinking and learning;
• alternative approaches will be discussed later in the session.
4 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Feedback for Examples of Examples observed in the lesson Impact on
different oral prompts learning ✔
4.2 Using oral feedback 25 minutes
for different purposes
Explain that:
• teachers should use different types of oral prompt for different purposes in
their lessons;
• research has shown that few questions asked in classrooms prompt pupils
to use higher-order thinking skills and that in instant feedback the teachers’
comments focus mainly on praise and encouragement, rather than moving
learning on.
Task C
Give out handout 4.1.2, which shows ways of providing oral feedback which
concentrate on encouraging pupils to develop and move on their thinking and
learning. Explain to participants that the handout provides examples of
feedback for different purposes together with exemplar oral prompts. The
suggested list is not exhaustive.
Handout 4.1.2
Oral feedback for different purposes
Handout 4.1.2
purposes
Correcting
an error
Good try, but that’s not
correct, actually it’s …
Providing
information
Yes, what you’re talking
about is called …
Appraising and That would make sense,
praising good thinking …
Has anyone else tried
this or something similar?
Challenging
Try that again. This time
include/vary …
Seeking
clarification
Encouraging
exploration,
elaboration or
development
Redirecting
learning or
activity
Focusing or
orienting
learning
Confirmation
and moving
learning on
Crystallising
next steps
Distilling and
summarising
learning
What do you mean when
you say it needs more
detail?
How might you take that
argument even further?
Which would be the
best way to …?
That’s a detailed
illustration. Now move on
to the explanation as it
is also important.
All this is important but
it’s really your use of…
that will really improve
your work.
Yes, that’s right,
now you can …
So spend a few minutes
deciding on two changes
you will make to your …
Let’s think about what
we’ve learned so far.
Firstly, we’ve found out …
Encouraging Let’s just think about
pupils to reflect what we’ve discussed
– is there anything else
you might do?
Focusing on Excellent, now how
learning exactly did you manage
approaches and to improve on …?
strategies
Ask participants in pairs or groups of three to discuss the effects the different
types of oral feedback will have on pupils’ learning. Explain that the purpose of
this activity is to foster group discussion rather than seeking correct answers.
Allow only 5 minutes.
Explain to participants that they are going to use handout 4.1.2 to record
information about oral feedback in a video lesson sequence. Provide the
following information:
• Cannock Chase High School is an 11–18 mixed comprehensive school in
Staffordshire with 1800 pupils.
• The socio-economic circumstances of the pupils are broadly average and
attainment on entry to the school is below the national average.
• The sequence shows a Year 9 geography lesson in which pupils are learning
to improve their writing of geographical descriptions. Make the following
points to prevent follow up discussion being diverted away from AfL.
– In the National Curriculum for geography the specific focus for describing
is on geographical patterns and processes. This requires a distinctive
approach to writing information text, the characteristics of which include
the use of technical terms and supporting facts and figures to create
5 Unit 4, Module1: Oral feedback © Crown copyright 2004

Feedback for Examples of Examples of oral prompts Impact on
different purposes oral prompts observed in the lesson learning ✔
complex sentences which interrelate variables and factors important in
geography. Participants should not be sidetracked by comparing this
example to descriptions in other curricular areas.
– This lesson focuses on sentence and word level work. The pupils will
consider text level descriptions in a later lesson.
– In humanities subjects it is important that pupils understand the difference
between describing and explaining, which is why teaching for this is made
explicit in the learning objective.
– One of the Year 9 English Framework objectives for sentence level work is
to ‘review and develop the meaning, clarity, organisation and impact of
complex sentences in their own writing.’
• This is the fourth lesson in a unit entitled ‘Local actions, global effects’.
Before the lesson, pupils carried out research about pollution along the River
Rhine and drafted a description about this for homework.
Ask participants to identify examples of different types of oral prompt observed
in the lesson and to enter these in the third column in handout 4.1.2. They
should also tick the fourth column where they can recognise that the oral
prompt has had an impact on pupil learning.
Show the lesson sequence, which is 11 minutes long.
After the video sequence has been viewed, ask participants to spend 5
minutes, in pairs, discussing which aspects were identified and which were
seen to impact on learning.
Use handout 4.1.3, which provides some suggestions from the lesson, to
debrief the activity.
Handout 4.1.3
Oral feedback for different purposes
Handout 4.1.3
Correcting an error Good try, but that’s not correct. If he’s saying due to… is he describing?
Actually it’s …
…Explaining
Providing Yes, what you’re talking about So these are all descriptions … this is
information is called … telling you why, it’s an explanation.
Appraising and That would make sense, good Let’s just pull that… that’s really
praising thinking … Has anyone else tried important … thank you.
something similar?
Challenging Try that again. This time Do you agree with what he underlined?
include/vary …
Seeking What do you mean when you say So is using numbers not better than
clarification it needs more detail? comparing the two places?
Urging amplification, How might you take that What’s different about this sentence from
exploration or argument even further? Which the one above?
development would be the best way to …?
Redirecting That’s a detailed illustration. Move Now you’ve named places think about
learning or activity on to the explanation as it is how you could compare them.
also important.
Focusing or All this is important but it’s really So she (Lucy) really focused you in on one
orienting learning your use of… that will really thing you could use… actually using
improve your work.
numbers.
Confirmation Yes, that’s right, We’re making quite a lot of headway
and moving now you can … here… does anyone have an even better
learning on
sentence?
Crystallising So spend a few minutes deciding So her target would be to add numbers
next steps on two changes you will make to her comparisons.
to your …
Distilling and Let’s think about what we’ve So we’ve agreed that comparing is good,
summarising learned so far. Firstly, we’ve using numbers to compare is even better.
learning
found out …
Encouraging Let’s just think about what we’ve I want you to read it carefully and say what
pupils to reflect discussed – is there anything else you think is your best sentence.
you might do?
Focusing on Excellent, now how exactly did Discuss any time during the lesson that
learning you manage to improve on …? you feel the other person helped you
approaches and
improve.
strategies
Round off the activity by making the point that the different types of oral prompt
in handout 4.1.2:
• acknowledge what pupils have learned and encourage them to reflect on
and extend their learning still further;
• recognise that pupils need time to reflect on their learning;
• encourage pupils to pose further questions to clarify or further develop their
own or each other’s thinking;
• mostly encourage pupils to make next steps.
6 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

4.3 Making the most of feedback 10 minutes
Oral feedback should always be both positive, i.e. recognising pupils’ efforts
and achievements to date, and developmental, i.e. offering specific details of
ways forward.
Show slide 4.1.5 and give out handout 4.1.4. Read aloud the teacher
comments below and ask participants to place the letter for each statement on
the diagram which is made up of one vertical and one horizontal continuum.
Suggested answers are provided in brackets and should not be read out.
Slide 4.1.5
Handout 4.1.4
A Your long jump was poor. Put in more effort next go. (Negative/Non-specific)
B Your long jump has really come on. You may be in the team next term.
(Positive/Non-specific)
C Your long jump was a disaster. You didn’t touch the board, your legs were
too straight and I can hardly make out your shoulders from your chin.
(Negative/Specific)
D Your long jump was good but you should touch the board and keep your
chin forward. (Positive/Specific)
E Well done, your long jump has really improved. To increase still further you
need to push off from the board and keep your chin well forward. Try these
two things next round and let’s see if you can make 5 metres. You could get
in the team soon. (Positive/Specific)
Teachers will easily place statements A, B, C and E, but there may be some
discussion regarding the place of D. This has been included to illustrate the
negative effect that the word but can infuse into an otherwise positive
statement. It is better to avoid but in most cases and simply state what needs to
be done to improve. Take brief feedback after the activity.
7 Unit 4, Module1: Oral feedback © Crown copyright 2004

Task D
Show slide 4.1.6 which lists some examples of comments used when teachers
provide oral feedback.
Slide 4.1.6
Ask participants to:
• place the comments on the continuum diagram on handout 4.1.4;
• improve the comments so that they are more positive and specific (some of
their additions may need to be subject-specific);
• think of some typical comments in their subject and phrase them in a
positive/specific way.
Take brief feedback and finally make the point that specific positive feedback
both improves motivation and moves pupils on.
4.4 Planning for oral feedback 15 minutes
Show slide 4.1.7.
Slide 4.1.7
Oral feedback about pupils’ learning occurs in a range of situations on
a continuum from the instant, informal reply to the more formally planned
reviews and conferences. The following points can be used to support
discussion of slide 4.1.7.
• Instant, informal reply is ephemeral and immediate and tends to be
used for validating, motivating, trouble shooting, or moving the lesson on
quickly. Teachers may need to follow up comments with some pupils at a
later stage.
• Interim review at the end of key episodes during a lesson should be
planned with feedback designed to build on learning. This needs to be done
in the light of pupils’ needs and incorporated into the teacher’s short-term
8 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

planning. Teachers may plan to focus on specific pupils or groups and
would also address problems at the point of learning.
• Planned review with individual or groups of pupils focusing on their
targets will need to be considered at whole-school and departmental level
and incorporated into the department’s medium-term plans.
If teachers are to give effective oral feedback they need to plan ahead and
organise pupil groupings in their lessons to facilitate the process. Give out
handout 4.1.5, which shows various types of oral feedback and the group
composition used.
Handout 4.1.5
Handout 0 cont. 4.1.5
Composition of group
Type of oral feedback
Whole class
As a starter or within an episode, the teacher uses pupils’ previous
work to feed back teaching points for individuals and the whole class.
The teacher models the language of feedback for pupils.
(Planned feedback relating to learning objectives)
Whole class
The teacher feeds back points for learning to model improvement or
next steps. Pupils’ contributions are commented on and shaped as the
development is shared with the class. (Planned feedback using
modelling of content/techniques or learning strategies, followed by
instant feedback on pupil contributions related to objectives)
Whole class
The teacher invites contributions from selected pupils asking for
evaluation and review. This is summed up with teacher feedback
related to learning objectives and to the quality of the class
review. (Instant feedback related to objectives as part of a plenary)
Group
In guided ability or targeted group work the teacher gives instant
feedback to pupils as they work on a task and make adjustments in
response. (Some planning in relation to learning objectives or
learning strategies, but some instant feedback necessary)
Group
In guided ability or targeted group work the teacher gives planned
feedback on work completed previously in response to objectives
common to the group. (Planned review)
Paired work
In pairs pupils assess each other’s work, then the teacher gives oral
feedback to the pairs. (Instant feedback but related to pupils’ targets/
success criteria)
Paired work
In pairs pupils work on a task. During the process the teacher offers
feedback to which pupils respond by making adjustments. (Instant
feedback related to tasks/success criteria)
Individual
The teacher gives individual feedback during the course of independent
work in process. (Instant feedback in relation to objectives/criteria/self
assessment/learning strategies)
Individual
The teacher gives oral feedback in an individual review while rest of
class work independently on a task (Planned review)
Task E (5 minutes)
Ask participants to read handout 4.1.5 and, working in small groups:
• decide which types they use most frequently;
• identify any types they have not used before and decide if they might use
these in the future and where;
• suggest any other way of giving oral feedback within the lesson and add it to
the grid, completing the details in both columns.
Take brief feedback focusing on other suggestions.
We have noted above the place of planned periodic reviews of pupils’ work.
At this point show slide 4.1.8 and say that it may be useful to consider the
following simple sequence when setting up planned periodic reviews with
individual pupils. This will also be distributed at the end of the session as
handout 4.1.6.
Slide 4.1.8
Handout 4.1.6
9 Unit 4, Module1: Oral feedback © Crown copyright 2004

4.5 Ready for more? 5 minutes
Refer back to the opening remarks about the need to develop and embed
routine, high-quality oral feedback before marking policy can become more
focused, more informative and more selective. This will help lead into future
training in developing written feedback should the school choose to
undertake this.
Stress that effective oral feedback is an important tool for developing pupils’
learning. Put up slide 4.1.9 (also handout 4.1.7) and point out that, as this
module is to be a focus for whole-school development, teachers need to adopt
one or more of the suggestions to improve their skills in using oral feedback.
Slide 4.1.9
Handout 4.1.7
Distribute handouts 4.1.6 and 4.1.7.
Explain that the ‘Ready for more?’ section provides a number of possible
activities that encourage teachers to trial the principles outlined in the training
unit in their teaching.
To encourage a consistent approach in subject areas direct participants to the
Subject Development Tasks. Say that these build on the generic principles in
this training unit and are aimed at embedding this practice in a subject-specific
context. Some of the development tasks will be long-term and need to be
incorporated in the department’s improvement plan.
Emphasise that these are best coordinated by the subject leader to ensure that
there is an agreed focus in the department for the area of development.
The subject development tasks are aimed at addressing, improving and
embedding AfL within subject practice.
10 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

The tasks are designed according to the following process:
Identify
Plan
Do
Review
Refine and improve practice
The presenter should refer to pages 13 and 14 of the Guidance for Senior
Leaders for details relating to how developments in subjects may be
approached.
11 Unit 4, Module1: Oral feedback © Crown copyright 2004

PowerPoint slides
Unit 4.1 – Oral feedback
12 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

PowerPoint slides
13 Unit 4, Module1: Oral feedback © Crown copyright 2004

Slide 4.1.1
Objectives
• To highlight how effective oral feedback
develops pupils’ learning
• To consider a range of strategies for giving
effective oral feedback which can be both formal
and informal
• To help teachers plan for giving effective oral
feedback
• To help schools develop a whole-school policy
linking and clarifying the relationships between oral
and written feedback
14 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Slide 4.1.2
Oral feedback
Teacher
Pupil
Pupil
Pupil
Teacher
Pupil
15 Unit 4, Module1: Oral feedback © Crown copyright 2004

Slide 4.1.3
Some advantages of oral feedback
to pupils
• immediate and context-specific
• dynamic and adaptable
• ongoing
• episodic
• stimulating
• personalised
• versatile
• motivating
16 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Slide 4.1.4
Some possible difficulties of
oral feedback
• Instant responses from the teacher may not always
be well considered
• Pupils may not act on oral feedback and may not
take it seriously. Other pupils may not listen to it
• Unplanned responses can become random and fail
to develop pupils’ learning in a structured way
• Oral feedback is ephemeral
• Pupils may feel exposed by public feedback
• Pupils may not have the time needed to reflect on
the feedback and respond to it
• Feedback may not be immediately understood
• Individuals can dominate question and
answer sessions
• Fast-paced question and answer sessions may
be mistaken for fast-paced learning
• Time for individual feedback is limited
17 Unit 4, Module1: Oral feedback © Crown copyright 2004

Slide 4.1.5
Oral feedback
Specific
- +
Non-specific
18 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Slide 4.1.6
Examples of oral feedback
comments
• You are not making the most of working in a group.
• I don’t think you have the foreground right.
• Well done — a well-constructed answer.
• Your results were not very consistent. You need to
make sure you use the same volume of liquid.
• An excellent answer, but you could develop
it further.
• Yes, good. Your accent is really improving.
19 Unit 4, Module1: Oral feedback © Crown copyright 2004

Slide 4.1.7
Continuum of oral feedback
Instant, informal reply
Interim review at the end of
key episodes during a lesson to build
on learning
Planned review with individual
or groups of pupils
focusing on their targets
20 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Slide 4.1.8
A suggested sequence for
giving individual oral feedback in a
planned review
1. Plan feedback which is positive and specific
2. Reinforce the value and importance of the
pupils’ contribution
3. Focus on recent learning objectives and learning
outcomes in the context of pupil targets
4. Give the pupil(s) time to reflect and respond
5. Encourage the pupil(s) to ask questions to clarify
their understanding of the progress they have made
6. Identify and agree the most important next steps in
learning and revise pupil targets if necessary
7. Agree immediate and longer-term actions. Clarify
when these will be reviewed, by whom, and what
evidence will be sought
21 Unit 4, Module1: Oral feedback © Crown copyright 2004

Slide 4.1.9
Giving effective oral feedback –
ready for more?
• With reference to handout 4.1.2, plan to improve
your questioning techniques as a method of giving
effective oral feedback.
• Review which techniques are most successful and
consider their use in your short-term planning.
• With a colleague, observe each other teaching, with
an agreed focus on oral feedback. Use the grid on
handout 4.1.2 to record which feedback techniques
are used. Identify a technique that was effective and
discuss together why it was.
• Experiment with using the suggested sequence for
planning a formal review (on handout 4.1.6).
Compare experiences with a colleague.
• In a lesson, plan and explain how pupils might use
handout 4.1.4 with pupils to guide their oral
feedback to each other.
22 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Handout 4.1.1
Some solutions to possible difficulties
• Instant responses from the teacher may not always be well considered or
sufficiently focused on learning objectives.
– Feedback should always be very clearly related to the lesson objectives and avoid
comment on extraneous factors or areas; the objective needs to be fully explored at the
outset of the lesson, task or episode.
– Wait time before and after questions or required responses encourages pupils to consider
carefully and expand on their response. Other pupils can be asked to reflect or comment
on the response before the teacher responds.
– Encourage pupils to use specific learning outcomes (success criteria) to assess their
own or others’ responses, before or after your feedback.
– Using prompts such as Would you like to say a bit more about that? gives the teacher the
opportunity to see what stage of thinking the learner has reached and to fine-tune
feedback as appropriate. Such teacher responses also make the process developmental.
– Teachers should attempt to pre-empt possible misconceptions and issues in explanation
of the task.
– Teachers can use pre-emptive strategies, e.g. discuss possible pitfalls and success
criteria when setting tasks.
– Targeting questions or plenary activities at specific pupils can reduce the likelihood of
inappropriate responses from pupils.
– Teachers need to consider the style of feedback given as well as the content and its
implication for the way the lesson progresses, e.g. the choice between simple
acknowledgement that an answer is correct or a response that urges further
amplification or exploration.
• Pupils do not act on oral feedback and do not take it seriously. Other pupils do not
listen to it.
– It takes time to develop a supportive culture in the classroom and to establish that your
own and other pupils’ errors are learning opportunities.
– It takes time to establish the value and importance of giving and receiving feedback.
– While focusing on specific areas of a response, be prepared to say when an answer is
wrong in order to avoid confusion or reinforcing misconceptions.
– Pupils need explicit training and practice in the ground rules of speaking and listening.
– Ask another pupil to follow up on feedback.
• Unplanned responses can become random and fail to develop pupils’ learning in a
structured way.
– Questions and tasks need to be planned to encourage higher-level thinking and responses
so that feedback can help develop it.
– Structure chains of questions and tasks incrementally so that feedback also moves
learning on.
– Ensure that some time is built in for more extended or structured feedback at an
appropriate time.
• Oral feedback is ephemeral.
– This is largely true but what is important is to ensure pupils have time to respond and act
on the feedback if necessary.
23 Unit 4, Module1: Oral feedback © Crown copyright 2004

Handout 4.1.1 cont.
– It may be helpful in some instances to get pupils to reflect on the feedback and write their
next steps or targets in their exercise books, or to revise their work/performance/learning
behaviours in the light of feedback there and then.
– Make a mental (or actual) note of pupils’ responses and return to points later to check on
understanding and follow up.
• Pupils may feel exposed by public feedback.
– The key is to establish a supportive environment in which pupils are happy to contribute to
the lesson. Share the process by encouraging pupils to talk through their thinking and
identify points at which they went wrong or identify ways to improve.
– Establish the idea that if you are not making mistakes you are not learning.
– Create a challenge culture over time where genuine errors are perceived as positive
learning opportunities, and where challenge is welcomed and pupils do not automatically
choose the easiest option.
– Provide opportunities to give private or small group feedback.
– Establish routines for group and guided work.
– Always reinforce the value of the pupils’ contribution.
– On occasions, be willing to acknowledge your own errors or lack of specific knowledge.
• Pupils may not have the time needed to reflect on the feedback and respond to it.
– Not all responses will require reflection or adjustment; some simply confirm, acknowledge
or encourage.
– Provide more time by echoing the point, e.g. So what you’re saying is …
– Build in time for pupils to amend work.
– Build in regular structured review points.
• Feedback may not be immediately understood.
– Use pupils or their work to exemplify your comments.
– If you are unsure check later.
• Individuals can dominate question and answer sessions and extended oral
feedback slows down learning for others in the class.
– ‘No hands up’ questioning is an excellent way of ensuring time for reflection, involving all
pupils in thinking and enabling teachers to target and support individuals.
– If instant oral feedback reveals the need for more extended interaction with an individual,
which will not be of benefit to the class, make time later, such as during independent work.
– Offer more extended feedback in small groups.
– Feed back to the whole class when it is relevant, using methods other than questioning,
e.g. demonstration, or check pupils’ understanding by silent methods, e.g. whiteboards or
‘show me’ activities.
• Time for individual feedback is limited.
– Try to offer collective feedback to the class where there are shared learning tasks.
– Utilise small group or guided work on a regular basis to offer feedback to pupils with
similar needs.
– Establish understanding that periodic reviews or coaching sessions will be available to
all pupils on a rotation basis.
24 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Handout 4.1.2
Oral feedback for different purposes
Feedback for Examples of Examples observed in the lesson Impact on
different oral prompts learning ✔
purposes
Correcting Good try, but that’s not
an error correct, actually it’s …
Providing
information
Yes, what you’re talking
about is called …
Appraising and
praising
Challenging
That would make sense,
good thinking …
Has anyone else tried
this or something similar?
Try that again. This time
include/vary …
Seeking
clarification
Encouraging
exploration,
elaboration or
development
Redirecting
learning or
activity
Focusing or
orienting
learning
Confirmation
and moving
learning on
Crystallising
next steps
Distilling and
summarising
learning
Encouraging
pupils to reflect
Focusing on
learning
approaches and
strategies
What do you mean when
you say it needs more
detail?
How might you take that
argument even further?
Which would be the
best way to …?
That’s a detailed
illustration. Now move on
to the explanation as it
is also important.
All this is important but
it’s really your use of…
that will really improve
your work.
Yes, that’s right,
now you can …
So spend a few minutes
deciding on two changes
you will make to your …
Let’s think about what
we’ve learned so far.
Firstly, we’ve found out …
Let’s just think about
what we’ve discussed
– is there anything else
you might do?
Excellent, now how
exactly did you manage
to improve on …?
25 Unit 4, Module1: Oral feedback © Crown copyright 2004

Handout 4.1.3
Oral feedback for different purposes
Feedback for Examples of Examples of oral prompts Impact on
different purposes oral prompts observed in the lesson learning ✔
Correcting an error Good try, but that’s not correct. If he’s saying due to… is he describing?
Actually it’s …
…Explaining
Providing Yes, what you’re talking about So these are all descriptions … this is
information is called … telling you why, it’s an explanation.
Appraising and That would make sense, good Let’s just pull that… that’s really
praising thinking … Has anyone else tried important … thank you.
something similar?
Challenging Try that again. This time Do you agree with what he underlined?
include/vary …
Seeking What do you mean when you say So is using numbers not better than
clarification it needs more detail? comparing the two places?
Urging amplification, How might you take that What’s different about this sentence from
exploration or argument even further? Which the one above?
development would be the best way to …?
Redirecting That’s a detailed illustration. Move Now you’ve named places think about
learning or activity on to the explanation as it is how you could compare them.
also important.
Focusing or All this is important but it’s really So she (Lucy) really focused you in on one
orienting learning your use of… that will really thing you could use… actually using
improve your work.
numbers.
Confirmation Yes, that’s right, We’re making quite a lot of headway
and moving now you can … here… does anyone have an even better
learning on
sentence?
Crystallising So spend a few minutes deciding So her target would be to add numbers
next steps on two changes you will make to her comparisons.
to your …
Distilling and Let’s think about what we’ve So we’ve agreed that comparing is good,
summarising learned so far. Firstly, we’ve using numbers to compare is even better.
learning
found out …
Encouraging Let’s just think about what we’ve I want you to read it carefully and say what
pupils to reflect discussed – is there anything else you think is your best sentence.
you might do?
Focusing on Excellent, now how exactly did Discuss any time during the lesson that
learning you manage to improve on …? you feel the other person helped you
approaches and
improve.
strategies
26 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Handout 0 cont. 4.1.4
Oral feedback
Specific
Non-specific
27 Unit 4, Module1: Oral feedback © Crown copyright 2004

Handout 0 cont. 4.1.5
Composition of group
Whole class
Type of oral feedback
As a starter or within an episode, the teacher uses pupils’ previous
work to feed back teaching points for individuals and the whole class.
The teacher models the language of feedback for pupils.
(Planned feedback relating to learning objectives)
Whole class
The teacher feeds back points for learning to model improvement or
next steps. Pupils’ contributions are commented on and shaped as the
development is shared with the class. (Planned feedback using
modelling of content/techniques or learning strategies, followed by
instant feedback on pupil contributions related to objectives)
Whole class
The teacher invites contributions from selected pupils asking for
evaluation and review. This is summed up with teacher feedback
related to learning objectives and to the quality of the class
review. (Instant feedback related to objectives as part of a plenary)
Group
In guided ability or targeted group work the teacher gives instant
feedback to pupils as they work on a task and make adjustments in
response. (Some planning in relation to learning objectives or
learning strategies, but some instant feedback necessary)
Group
In guided ability or targeted group work the teacher gives planned
feedback on work completed previously in response to objectives
common to the group. (Planned review)
Paired work
In pairs pupils assess each other’s work, then the teacher gives oral
feedback to the pairs. (Instant feedback but related to pupils’ targets/
success criteria)
Paired work
In pairs pupils work on a task. During the process the teacher offers
feedback to which pupils respond by making adjustments. (Instant
feedback related to tasks/success criteria)
Individual
The teacher gives individual feedback during the course of independent
work in process. (Instant feedback in relation to objectives/criteria/self
assessment/learning strategies)
Individual
The teacher gives oral feedback in an individual review while rest of
class work independently on a task (Planned review)
28 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Handout 0 cont. 4.1.6
A suggested sequence for giving individual
oral feedback in a planned review
1. Plan feedback which is positive and specific.
2. Reinforce the value and importance of the pupils’ contribution.
3. Focus on recent learning objectives and learning outcomes in the context
of pupil targets.
4. Give the pupil(s) time to reflect and respond.
5. Encourage the pupil(s) to ask questions to clarify their understanding of
the progress they have made.
6. Identify and agree the most important next steps in learning and revise
pupil targets if necessary.
7. Agree immediate and longer-term actions. Clarify when these will be
reviewed, by whom, and what evidence will be sought.
29 Unit 4, Module1: Oral feedback © Crown copyright 2004

Handout 0 cont. 4.1.7
Giving effective oral feedback
– ready for more?
• With reference to handout 4.1.2, plan to improve your use of oral prompts
for a range of different purposes.
• With a colleague, observe each other teaching, with an agreed focus on
oral feedback. Use the grid on handout 4.1.2 to record which feedback
techniques were used. Identify which types of oral prompt were most
effective and discuss why they were successful.
• Experiment with using the suggested sequence for planning a formal
review (on handout 4.1.6). Compare experiences with a colleague.
• In a lesson, plan and explain how pupils might use handout 4.1.4 with their
peers to guide their oral feedback to each other.
30 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004