1. YES Has student annotated work, identifying errors and highlighting areas where feedback is required? NO Return work to student unmarked and insist that it is annotated. Are there any errors they have failed to spot? NO Return work to student and give them time to correct errors and improve work. Decide whether it is more appropriate to tell student what mistakes they have made or probe their understanding with a question. Provide feedback on identified errors and highlighted work. Flowchart 1: Feedback for clarification © www.teachit.co.uk 2014238551

2. Feedback must address ‘learned helplessness’ and provide evidence that goal can be achieved by showing student that success is “up to me” and that “I can do something about it”. Feedback must focus on task not on student so that it addresses how they feel at having to work harder. YES NO Return work to student unmarked and insist that it is completed to a higher standard. Do they need further clarification to correct misunderstandings? Does student believe the goal is too hard? See clarification flowchart. Even though goal has not been achieved, has student worked hard to achieve it? Flowchart 2: Feedback to increase effort © www.teachit.co.uk 2014238552

3. Flowchart 3: Feedback to increase aspiration © www.teachit.co.uk 2014238553 Provide a more challenging goal. 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 encourage student to find new areas for improvement. NO YES Is student willing to accept a new, more challenging goal? NO Feedback of success is meaningless. Task should be redesigned so that meaningful feedback can be given. YES NO Does student believe they have tried their hardest? YES Even though student has achieved the goal, is there capacity for them to improve further? Does student believe the new goal is too challenging? NO Student needs to re-do specified parts of the task to identify reasons for their knowledge or to question their knowledge. Challenge the student to create their own new goal. Re-work the new goal together to make it achievable, to generate new knowledge or question assumptions. YES