Background
A range of inspection and research evidence identifies common issues relating to the effective use of a range of feedback strategies across the curriculum and within the teaching of music. It also identifies how successful teaching resolves these issues to enable music lessons to become positive and rewarding musical experiences for all pupils.
Feedback is an integral part of assessment for learning and requires a thoughtful and purposeful approach to its use. It is an effective tool that harnesses and embeds the learning experience, and one that can be effectively used by a range of people. The receiver and the giver, in supporting the learning process, must acknowledge the significance of feedback and how it helps determine the next steps.
Common issues
When pupils receive feedback in their music lessons they are often unclear about how to make further progress in their learning because:
- the feedback:
- lacks focus and the learning objectives and learning outcomes given at the start of the lesson or activity are not used as the basis for precise and focused feedback;
- is only ever spontaneous and may therefore lack the necessary resources to aid and support further pupil development;
- compares their work with the strengths of others instead of focusing on the extent to which it meets the criteria for all pupils;
- does not match pupils’ preferred learning styles and is therefore inaccessible to pupils;
- uses technical vocabulary that is not readily understood;
- they may need more planned opportunities than they are given to reflect upon the feedback and respond to it.
Resolving the issues
Different types of feedback can successfully be used to address the common issues outlined above. A number of strategies for effective feedback can be used in music lessons to good effect, ensuring that pupils are clear on the progress they are making and how they might improve their work. The quality of the feedback can often determine the level of pupils’ understanding as they begin to appreciate a range of complex musical devices and features.
Well-prepared, focused feedback will enable teachers to secure judgements about their pupils’ capacity to improve their work and how to raise standards and build towards long-term curricular targets.
When spontaneous feedback is used, it is linked to improvement in the same way as prepared feedback by being specific and sharply focused on the learning objectives and outcomes of the lesson. It then becomes an extremely effective form of intervention.
Pupils’ understanding of what it is they are learning is crucial. They need to know how to improve their work and be directly involved in peer and self-assessment procedures that help to develop the independent learner.
Where assessment for learning is embedded into classroom practice, research has shown that gains are significant in terms of attainment, behaviour, motivation, engagement and pupils’ ability to work independently.
This unit is based upon the various methods of feedback available to teachers of music and the selection of the most appropriate type or combination of types that can most influence pupils’ understanding. It identifies feedback as an important feature of assessment for learning (AfL) and explores oral, aural, and written strategies of supporting learning within music.
