Lesson
On Timely Feedback
Feedback and Feedforward · Assessment
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This compact Education Scotland film features one of the leading researchers in formative assessment and directly addresses a common failure mode in feedback. The task-versus-ego distinction gives the lesson a strong organising idea, while EEF and Oxford resources extend it into timing and learner action.
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Summary, mindmap and highlights
Dylan Wiliam distinguishes feedback that directs attention to the learner's standing from feedback that directs attention to the work. Grades, rankings, and broad praise can pull attention toward self-evaluation. Task-involving feedback identifies where the work currently succeeds, what needs attention, and what move would improve it.
Timing is useful only in relation to an opportunity for action. Comments returned after a unit has ended may arrive quickly yet have little effect. A stronger sequence gives feedback while the learner still has time to revise, retry, or apply the advice to a closely related task. The next attempt is part of the feedback design.
Good feedback is selective. One or two high-value moves usually beat a page of corrections. It uses language the learner can understand, refers to shared criteria, and keeps improvement attainable. Teachers can then look at the next piece of work to see whether the feedback was used and whether further teaching is required.
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Task-involving feedback keeps attention on the work and the next move.
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Ego-involving feedback can shift attention toward rank, identity, or comparison.
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Useful timing includes enough space for revision or another attempt.
- 4
Feedback should be specific, comprehensible, and tied to criteria.
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A small number of high-value actions makes follow-through more likely.
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The next performance shows whether feedback changed learning.
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Additional resources
Explore this carefully selected material to deepen your understanding of the topic and connect it with your teaching practice.
Education Endowment Foundation
Teacher Feedback to Improve Pupil Learning
Evidence review and practical recommendations for laying foundations, delivering feedback, and planning learner use.
University of Oxford Centre for Teaching and Learning
Effective feedback
A concise higher-education guide to timing, dialogue, action, and feedback literacy.
Council for the Curriculum, Examinations & Assessment
Providing Effective Feedback
A research-informed guide to feedback focus, motivation, and classroom implementation.
Dylan Wiliam / Data Strategy
Dylan Wiliam's assessment videos list
Source listing with running time, description, and transcript availability for the original film.