Teachers should consider this principle ifthey would like to develop student capacity to be providers of their own feedback.

What would a classroom look like if students were able to correct their own work when it comes to basic errors, and the teacher could focus on developing a deeper level of understanding in their feedback? Imagine if students were able to be the providers of their own feedback, and consider their own next steps without the guidance of the teacher.

In order to achieve this, teachers need to develop a student’s capacity to self-regulate. This means that students can consider the progress of their work in relation to the learning goal and assessment criteria, and make decisions relating to what they need to do next to improve. This is a capacity that is developed over time, and one that teachers can build by establishing a classroom environment that guides student judgements on performance.

When this principle is in action:

The teacher…

– Builds the pre-conditions for self-regulation by linking lessons to learning goals, criteria for success, exemplars, and strategies to improve.
– Models to students what to do once they have finished their work (proofreading, self-assessment, planning next steps) or when they are stuck (accessing resources, strategies, tools) to self-correct.
– Ensures that there are structured moments that guide student reflection in comparing their own work to the shared learning goals.
– Gives students the opportunity to compare their work to exemplars and the assessment rubric to help them determine any areas of growth.
– Provides feedback relating to ‘strategies,’ rather than simply correcting errors. For example, rather than correcting a spelling error, students can be reminded of the importance of editing and revising their work numerous times in order to avoid errors.
– Provides feedback that requires action. For example, “I have circled all the errors. Watch this short video on ‘Comma Splice’ and then correct.”
– Keyset can easily insert links to reteaching videos and class resources with the touch of a button.

The student…

– Can identify what they need to do to improve once they have completed a draft or iteration of the assigned task.
– Knows what to do when they are stuck based on the resources provided.


A scholarly approach to solving the feedback dilemma in practice


Hattie & Timperley, Power of Feedback http://area.fc.ul.pt/en/artigos%20publicados%20internacionais/The%20Power%20of%20Feedback_Hattie_Timperley2007_77_1_81_112.pdf

Black & Wiliam, Assessment and classroom learning