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Feedback to Progress Learning

Clear, actionable feedback to inform next steps


Now what?

  • How might I structure feedback so that it is more likely to cause students to think?
  • Do I revisit success criteria as a basis for feedback?
  • Do I ensure peer-feedback is based on agreed success criteria?
  • What different approaches might I adopt for marking student work?
  • How does my MFL department share practices for providing effective formative feedback?

  • The teacher provides feedback on student work containing no grades or calculations.
  • Feedback is provided in the form of written comments with a series of questions.
  • Feedback might ask the student to locate the actual error(s).


Feedback in MFL is effective when it focuses on the learning rather than the student and provides them with clear guidance on what and how to improve. Valuable opportunities for target language use can be had through feedback.

  • Students share items of work with each other.
  • Adequate time is offered to consider each other's work.
  • They then provide verbal or written feedback based on the agreed success criteria.

Peer Feedback

  • When providing oral feedback to students the teacher asks them to write targets in order to support them to work more independently.
  • With inclusion in mind, voice-recorded feedback could be used.

Students Write Targets

So what does this look like in the MFL classroom?

Are there other approaches that you use?

Below are some strategies that may prompt your thinking.