STLinATL

Teachers are routinely told that feedback should be specific, immediate, and constructive, and while effective feedback often does have these characteristics, the available research evidence suggests that in practice, things are a lot more complicated. In particular, feedback that is specific, immediate and constructive can actually hinder learning. In this keynote, Dylan Wiliam will outline what we know, and more importantly, what we do not know, about effective feedback, and show why we need to put as much effort into getting our students to receive feedback as we do into getting the feedback right.