LEARNING TO LEARN
The Sevenoaks class feedback template was created drawing on experience of , and feedback from , using the Doodle template , alongside exemplar templates from other teachers published online . The template ( named ‘ class feedback ’ rather than WCF to dispel the perception students aren ’ t getting as much , or as specific feedback as they would with individual written comments ) was used with two year nine classes and two year eight classes during Lent term 2020 ( use in Summer term was curtailed by COVID-19 ). Initially the template contained space for WWW and EBI comments , feedforward tasks , and space for duplication of an excellent example of the piece of work which students could analyse to assist their understanding of the feedback . The template was revised with usage ( see figure 1 for one version ), combining the WWW and EBI boxes into a ‘ feedback ’ box with statements that could be interpreted either positively or negatively dependant on whether they have a tick ( WWW ) or hashtag ( EBI ) next to them on student work . This is as the WWW and EBI boxes were essentially duplicates of each other , thus still adding to workload . Initially WWW and EBI points were just bullet pointed , and students had to work out what feedback applied to them . Based on the focus group feedback , this evolved to have numbered points , with the corresponding number being annotated on the student ’ s work . This was because some , especially lower ability , students found it difficult to engage with the feedback and work out what applied to them . The template does not have space for the average class mark as evidence suggests students will fixate on marks , rather than feedback , if given grades .
Findings and recommendations
Whilst this is purely empirical evidence , after using the template for several months , students appear to be better at interrogating their own practise , self-assess more , and perform better in assessments than if they had not used WCF . Year 9 student feedback was that the Sevenoaks template was clear , well formatted , and stood out in their folders , which they liked . Most students did not mind WCF . From a teacher ’ s perspective , WCF cuts down workload considerably ( I would estimate I now spend a third of the time I would have originally spent marking assessments ), enabling saved time to be spent on producing a higher quality feedback lesson , thus aiding student progress . After initial ‘ set up ’ and familiarisation with WCF students are quite self-sufficient with knowing what to do when they get a A5 light blue WCF sheet in class . Due to printing on coloured paper I no longer worry about accountability in the eyes of observers as my marking and feedback is easily recognised in folders .
This is , however , a small-scale study that was curtailed by the impact of COVID-19 . Thus , I would like to continue to use the template with more classes over the next academic year , developing meaningful feedback tasks , and would like to see more Sevenoaks teachers start using the template in order that students become more familiar with this style of feedback to benefit further . There is the potential to get all students set up on OneNote too , with areas to submit work , the teacher can ‘ mark ’ it using whole class feedback online , including the feedback template , and this can allay any fears parents may have about students either not receiving feedback or it not being detailed enough , as parents can view feedback through their child ’ s account and be shown it at parents evenings by the teacher too . I will also be implementing Kirby ’ s ( 2013 ) idea of a colour coded MS Excel spreadsheet to track students have appropriately responded to feedback and ensure maximum metacognitive benefit is achieved .
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