Developing Independent Learners
Published
How can feedback develop independence?
Feedback is information given to a learner about their performance relative to goals or outcomes. When used effectively, it can contribute to developing learners’ independence by helping them understand what success looks like and the specific next steps they need to take to improve. With opportunities and support to act on feedback, learners may become better able to reflect on their own work and take greater ownership of their learning.
Key messages from the evidence
Do give specific advice on how to move learning forward, clearly linked to the learning goal.
Don't focus on the personal characteristics of the learner rather than the task or learning goal, such as “You’re a natural writer.”
Do highlight areas of strength and guide learners towards the next step needed to achieve the learning goal.
Don't give feedback that is vague, general, or does not encourage learner reflection, such as “Good work” or “Needs more evaluation.”
Do plan purposeful opportunities for learners to act on feedback and improve their work.
Don't treat feedback as an end point rather than part of a process that leads to improvement, for example, returning marked work without giving learners time to respond.
About the 16-19 relevant evidence
11
9+
months additional progressThe impact measure shows the number of additional months of progress made, on average, by learners who received the intervention, compared to learners who did not.
Evidence drawn from a range of subjects, including English, maths, and science.
Evidence gaps
16-19 relevant studies used either digital tools or written teacher comments to provide feedback. Although none of the studies featured verbal feedback, this does not mean verbal feedback is ineffective. Research in this phase also mainly focuses on individual feedback, with less focus on group or whole-class approaches, despite promising findings from the wider evidence base. Overall, these gaps highlight a need for further research to better understand which feedback approaches are most effective in 16-19 settings.
How to implement feedback approaches with learners
Learners benefit from planned, structured tasks designed to prompt thinking and provide opportunities to act on feedback such as redrafting work, correcting errors, or completing similar tasks. Encouraging learners to think and self-correct is more effective than simply providing the answer.
Learners’ motivation, self-confidence, and trust in their teacher can influence how they respond to feedback. Teachers should therefore consider how learners might respond. Clear, concise, and focused feedback that provides next steps can help learners understand how to improve. Any changes to feedback practice should consider teacher workload and prioritise feedback likely to move learning forward rather than increasing the volume of work.
Apply the KEEP framework
Questions to consider
- How could you prioritise high-impact feedback while managing teacher workload?
- Are teachers consistently providing structured opportunities for learners to act on feedback?
- How could digital tools be used to support learners to improve their work independently?