YES

YES

Have pupil annotated work,

identifying errors and highlighting

areas where feedback is required?NO

Return work to

pupil unmarked

and insist that it is

annotated.

Are there any errors they have failed

to spot?NO

Return work to

pupil and give them time to

correct errors &

improve work.

Decide whether it is more appropriate to tell pupil what mistakes they have

made or probe their understanding

with a question.

Provide feedback on identified errors

and highlighted work.

Feedback for clarification

@LearningSpy 2015

Feedback must address ‘learned helplessness’

and provide evidence that goal can be

achieved by showing pupils that success is “up

to me” and that “I can do something about it”.

Feedback must focus on

task not on pupil so that it

addresses how they feel

at having to work harder.

YES

YES

YES NO

NO

NO

Return work to pupil unmarked

and insist that it is completed

to a higher standard.

Do they need further clarification

to correct misunderstandings?

Does pupil

believe the goal

is too hard?

See

clarification

flowchart.

Even though goal has not been achieved, has pupil worked hard to

achieve it?

Feedback to

increase

effort

@LearningSpy 2015

Can pupils’ performance of

understanding be increased?

Consider whether task can be done

in less time, with certain conditions

needing to be met, or marked

against a more challenging rubric in

order to force pupils to make

mistakes.

NO

Are they correct? How can

the goal be presented as

more challenging?

YES

Does the

pupil

believe the

goal is too

easy?

YES

Does pupil

believe they

can expend

less effort?

Feedback to increase aspiration

Feedback of success is useless.

Task must be redesigned so that

meaningful feedback can be

given. NO

NO

Is pupil willing to adopt a new, more

challenging goal?

YES

Even though pupil has achieved the goal, is there capacity for them to

improve further?

@LearningSpy 2015