Strategies for written feedback in music
Feedback needs to scaffold learning and engage pupils in a dialogue about their work rather than requiring them to make comparisons with other pupils. It is also important to consider how prompt and regular feedback can be given that will encourage pupils to think about their work and the task. Changing the way teachers provide written feedback to pupils, including the marking of their work, to make feedback more focused and selective requires teachers, pupils and parents/carers to understand the rationale behind the process. Clear guidance needs to be agreed as to the regularity of detailed written feedback and departments need to identify the key elements of learning or learning milestones to focus on.
Some teachers prepare in advance slips or printed stickers giving comments and place these in books as appropriate. Whatever method teachers use, it is very important to provide pupils with opportunities to respond. In some cases this may involve redrafting or considering what to keep in mind for the next similar piece of work.
Appendix 3 contains an example of a strategy for acknowledging written feedback and perhaps more importantly, the recognition of the pupil responses to the feedback. It requires pupils to detail their intended actions upon receiving the feedback from their teacher or from their peers and also asks them to identify the improved results resulting from this process. The strategy is called ‘FAR’ and stands for: Feedback – Action – Result.
Use Task 7 (Giving written feedback on performance tasks) to devise your own way of developing a written feedback system for pupils’ work in performing.
Go back to where this topic is first introduced: