Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: The CRAFT of Assessment - Seneca Certified Assessor](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor.md) › Creating an Effective Feedback Culture

# Creating an Effective Feedback Culture

CPD: The CRAFT of Assessment (by Michael Chiles), topic 4.1.1

## Creating an Effective Feedback Culture

Hattie and Timperley: **‘Feedback is conceptualised as information provided by an agent (e.g. teacher, peer, book, parent, self, experience) regarding aspects of one’s
performance or understanding'**.

### The importance of feedback

![The importance of feedback](https://image-v2.cdn.app.senecalearning.com/2018-09/f0ea0d51-5bbd-41b4-b6fe-c9b4a9f8eb0e/feedback-1825515_1920.jpg)

- The art of giving feedback to pupils is as an important element of the teaching and learning cycle that enables teachers to support pupils in closing the
knowledge gap, the discrepancy between what pupils currently know and what
pupils need to know.

### Effective feedback culture

![Effective feedback culture](https://image-v2.cdn.app.senecalearning.com/2018-03/f36b7b79-ea0a-4679-9b4c-3e3dee2d7628/shutterstock_151790942.jpg)

- Principles for creating an effective feedback culture:
 - Timely – in relation to the delivery by teachers and the space for pupils
to respond.
 - Receptive culture – where pupils embrace the process of feedback.
 - Granular – a concrete and specific target that can be actioned by pupils.
 - Supports self-regulation – creates conditions for pupils to have clarity in
the advice given by teachers and act on it.
 - Fluid process – flowing between teacher-to-teacher, pupil-to-pupil.

## Test yourself on Creating an Effective Feedback Culture

- Which of these is NOT a principle that supports an effective feedback culture?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/0ca96d36-7b23-451b-bac3-a78ec368872f/section/b437d798-b249-4d24-aef9-35953ab413eb/session)

- Previous topic: [3.3.2 Exit Tickets](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-2-exit-tickets.md)
- Next topic: [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md)

## CPD: The CRAFT of Assessment (by Michael Chiles) contents

### 1 ‘C’ - How Can Knowledge be Effectively Condensed?
- 1.1 'C' - Condense
  - [1.1.1 The Basics of Condensing Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-1-1-the-basics-of-condensing-knowledge.md)
- 1.2 Strategies for Condensing
  - [1.2.1 Condensing the PowerPoint](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-1-condensing-the-powerpoint.md)
  - [1.2.2 The Four Cogs to Expert Explanations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-2-the-four-cogs-to-expert-explanations.md)
  - [1.2.3 Cornell Notes](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-3-cornell-notes.md)

### 2 'R' - How do we Generate Reflective Learners?
- 2.1 Research on Memory
  - [2.1.1 Semantic & Episodic Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-1-semantic-and-episodic-memory.md)
  - [2.1.2 The Importance of Spacing Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-2-the-importance-of-spacing-learning.md)
- 2.2 Timings for Reviewing Previously Learnt Material
  - [2.2.1 How Long and How Often to Review Material](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-2-1-how-long-and-how-often-to-review-material.md)
- 2.3 Strategies for Generating Reflective Learners
  - [2.3.1 BUG Twist](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-1-bug-twist.md)
  - [2.3.2 Low-Stake Spaced Quizzing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-2-low-stake-spaced-quizzing.md)

### 3 ‘A’ - Using Assessment as a Responsive Tool
- 3.1 Formative & Summative Assessments
  - [3.1.1 The Problem of Assessing 'On' or 'Off' Track](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-1-the-problem-of-assessing-on-or-off-track.md)
  - [3.1.2 Summative vs Formative Evaluation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-2-summative-vs-formative-evaluation.md)
- 3.2 Determining Whether Learning has Taken Place
  - [3.2.1 Proxies for Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-2-1-proxies-for-learning.md)
- 3.3 Strategies for Assessing Student Learning
  - [3.3.1 Hinge Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-1-hinge-questions.md)
  - [3.3.2 Exit Tickets](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-2-exit-tickets.md)

### 4 'F' & 'T' - Precise Feedback to Feedforward
- 4.1 Giving Effective Feedback
  - [4.1.1 Creating an Effective Feedback Culture](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture.md)
  - [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md)
- 4.2 Grades
  - [4.2.1 Research on Giving Grades as Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback.md)
- 4.3 Strategies for Providing Feedback
  - [4.3.1 The Language of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-1-the-language-of-feedback.md)
  - [4.3.2 'In the Moment' Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-2-in-the-moment-feedback.md)