The Power of Feedback in Primary Schools

Written, Verbal, and Why the Combination is Key

Feedback is one of the most powerful tools teachers have to boost learning outcomes. Whether it’s stickers, a scribbled note in a pupil’s book or a quick, verbal correction in class, feedback is your guide, motivator, and all-around superhero in a pupil’s learning journey.

But what’s the deal with the different types of feedback? And how can teachers use both written and verbal feedback to really pack a punch in the classroom?

In this blog post, we’re diving into the juicy research from Hattie & Timperley (2007) on written feedback, checking out Shute’s (2008) insights on verbal feedback, and chatting about why mixing both styles might just be the perfect tool for successful teaching and learning.

Let’s get into it!

The Impact of Written Feedback: Hattie & Timperley (2007)

John Hattie’s deep dive into what really makes pupils succeed in school showed that feedback is the most significant determinant of pupil success. Teaming up with Timperley for their 2007 study, they spotlighted the power of written feedback in the learning process.

Here’s the summary: written feedback gives pupils a clear snapshot of their progress. It’s not just a one-way street; it’s a tool for pupils, teachers, and parents to keep the conversation about a pupil's growth going. Plus, it allows pupils to go back, read over the comments, and really dig into their learning.

Hattie and Timperley didn’t mince words - specific, actionable feedback beats vague compliments or criticism any day. Pupils need to know exactly what went sideways and how to fix it. The beauty of written feedback is that it’s structured, giving all the juicy details that can dramatically boost pupils' learning and outcomes.

So, what’s the takeaway from Hattie & Timperley’s research? Here it comes:

• Clarity and Specificity: Written feedback provides concrete steps for improvement.
• Reflection: Pupils can refer back to feedback as they complete future tasks, encouraging reflection.
• Tracking Progress: Written records enable both pupils and teachers to monitor long-term growth.

While written feedback offers long-lasting benefits, it isn’t without its limitations - particularly when it comes to younger pupils - especially in year 1 and 2 - who might struggle with reading and processing detailed written comments.

This is where verbal feedback comes into play.

The Power of Verbal Feedback: Shute (2008)

In contrast to written feedback, verbal feedback provides a more immediate, interactive experience for pupils. Shute (2008) dove into the world of formative feedback and discovered that verbal feedback can seriously amp up learning, especially when it’s dished out in real-time.

Why's it so go? Immediacy. Teachers can swoop in with corrections and high-fives right when pupils need them, helping them fix mistakes on the fly. This is a game-changer for younger kids, who usually vibe better with instant feedback than with written notes that might as well be in a different language.

And guess what? Shute’s research points out the emotional goldmine that is verbal feedback. Teachers can use their tone, empathy, and encouragement to make a real connection - something that written feedback often misses. For younger kids or those who might be feeling a bit wobbly in confidence, a kind word and a supportive tone can skyrocket motivation and lift spirits.

So, what are the perks of verbal feedback, according to Shute? Let’s break it down:

• Real-time engagement: Verbal feedback allows for immediate correction and learning.
• Emotional support: Pupils can sense encouragement and empathy in a teacher’s voice.
• Interactive learning: Pupils can ask questions and seek clarification on the spot.

While verbal feedback offers critical immediacy and emotional engagement, its limitations lie in the fact that it often doesn’t leave a lasting record for pupils to revisit later. This is why many teachers are turning to a combined approach, utilising both written and verbal feedback for maximum impact.

Combining Written and Verbal Feedback: The Key to Success

Let’s be honest about feedback in education: it has to be about mixing written and verbal methods. Research from The Sutton Trust (2011) and The Education Endowment Foundation (EEF, 2016) makes it crystal clear - teachers shouldn’t treat written and verbal feedback like they’re rivals in a boxing ring. Instead, they’re best pals that complement each other.

According to the Sutton Trust report, the most effective teachers know the secret sauce is blending feedback. Verbal feedback? It’s your instant fix, offering on-the-spot corrections and motivation. Written feedback? Think of it as your trusty roadmap for future reference. Together, they help students act on real-time advice while reflecting on their learning journey.

The EEF’s guidance backs this up, too, suggesting that mixing verbal and written feedback leads to learning outcomes that actually matter. Verbal feedback helps kids make corrections in the moment, while written feedback keeps a clear, lasting record of what’s working and what needs a little TLC.

Picture this: in a classroom, a teacher spots a pupil not understanding something during a lesson. They jump in with a verbal correction and then drop some written feedback in the pupil's book to hammer that point home. This combo gives pupils the immediate guidance to stay on course and a handy reference to look back on.

Key points from the Sutton Trust and EEF research:

• Reinforcement: Written feedback consolidates verbal feedback, helping to embed learning.
• Retention: The combination ensures that pupils retain and revisit key lessons.
• Motivation and clarity: Verbal feedback encourages pupils in the moment, while written feedback provides long-term clarity.

To Wrap Up

Feedback in schools is crucial, no doubt about it. But no single method is the holy grail.

Hattie & Timperley (2007) hit the nail on the head when they say written feedback gives you structure and a nice little record of learning. On the flip side, Shute (2008) reminds us that verbal feedback brings that instant fix and a bit of emotional support when you need it most.

The magic happens when you mix both! Research from the Sutton Trust and EEF spells it out clearly: combining written and verbal feedback creates a powerhouse effect that not only levels up pupil progress but also cranks up engagement.

So, when teachers blend these approaches, it’s like giving pupils the best of both worlds - real-time corrections to fix those little mistakes and long-term feedback that nudges them toward reflection and growth.

This combo empowers teachers to help every child reach their potential, one honest piece of feedback at a time.

Further Reading

For more insights into the impact of formative feedback, Shute's research paper, "Focus on Formative Feedback" (2008), is a must-read, offering a comprehensive exploration into the role and efficacy of verbal and written feedback in educational settings. Access the paper here: https://journals.sagepub.com/doi/10.3102/0034654307313795

To delve deeper into effective educational practices, The Education Endowment Foundation provides invaluable resources and evidence-based guidance on feedback strategies. Their work, including "The EEF Guidance Report: Teacher Feedback to Improve Pupil Learning" (2018), can be found on their website: https://educationendowmentfoundation.org.uk/tools/guidance-reports/feedback/

Those interested in the broader implications of educational feedback on teaching efficacy should explore The Sutton Trust's report, "Improving the Impact of Teachers on Pupil Achievement in the UK" (2011). The report is accessible via the Sutton Trust's website: https://www.suttontrust.com/our-research/improving-impact-teachers-pupil-achievement-uk-interim-findings/

For a detailed examination of the relationship between feedback and student achievement, considering Hattie & Timperley's seminal article, "The Power of Feedback" (2007), is highly recommended. This influential work is valuable for educators looking to enhance their understanding of feedback dynamics and can be accessed here: https://journals.sagepub.com/doi/10.3102/003465430298487