Step Forward: Closing the feedback loop through learner-generated targets
Tyne Coast College
Evidence of improvement in learners’ achievements, retention and progression.
Learners from across level two and three provision were given the feedback forms to complete during their GCSE English classes and Access Social Science classes. Examples are indicated in appendix 1 and 2. 100% of learners improved their grade or score after completing the feed forward forms. Learners were observed synthesising material from comments in the margins of written work as well as the overall comments that appeared alongside the grade.
Across both colleges, 78% of the participants wrote that they found the feed-forward form useful as a prompt for goal-setting, for identifying areas of weakness, and for clarifying academic expectations. However, 22% of participants indicated that feed-forward forms would not enable them to confidently improve; many felt they still needed further tutorial guidance.