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Visual feedback on the walls could be effective... this is a challenge however when teachers are in different teaching rooms.

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Large post it note
Rewrite their answer more concisely on the post it note and eliminate waffle
Stick on original task and resubmit

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Deadline for rewriting and resubmitting - with a focus - one paragraph / thesis / aspect - reflection on the rewrite to direct teacher second round of feedback eg: As I was rewriting, I was working on using more evaluative language...

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Provide peer feedback for drafts and then act upon this before submission to the teacher

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Provide peer feedback for drafts and then act upon this before submission to the teacher

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Ensuring student work is displayed in the classroom as a form of feedback to validate their work.

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Ensuring student work is displayed in the classroom as a form of feedback to validate their work.

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Allocate some marks to application of feedback

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Allocate some marks to application of feedback

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VA - Body of Work - allow them to act on the feedback and then have "Action on Feedback" as part of the assessment task marking criteria.

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Ensuring the students are aware of process and not necessarily giving answers for them.

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When giving feedback, utilise team teaching approach if possible. This allows personalised feedback outside the classroom while another teacher is in the room teaching.

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Role modelling use of exemplars - annotating, marking, linking key ideas etc

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Create more formative tasks, rather than relying solely on summative tasks

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Breaking summative tasks into formative chunks

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Students read the comment first.

Withhold marks.

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Students write a reflection in their own words on the feedback they have received

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...then checking against what you marked

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Parent notification - a task has been returned to your daughter. Please review this with her and ensure she acts on the feedback.

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Pair/Share - students articulate to a partner what they understand their feedback says.

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Force to students to focus on feedback for learning and not be fixated on marks or grades

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Posing questions as part of feedback - not evaluative comments but asking questions of the script/s.

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Mark the task before due - in draft form or sections - and then when they give the task in, you just assign a mark.

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Students articulate what they are going to work on from the task and how they'll implement it in the next one.

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Can they tell you the feedback back in their own words / write it in their own words? Is it on par with what you said / meant?

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Mark only a small section of the task as a draft.

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Drafting and re-drafting based on verbal feedback

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Student reflection- areas to improve, areas they worked well in, what topics they may have missed, skills they need to improve.

Rewriting a portion of the task to submit for further feedback. Students are required to use the initial feedback given by the teacher for their rewrite.

Looking at the areas of assessment- where do they need to improve knowledge or skills.

Scaffolded time in class for peer review- mark each others work and give feedback.

Multiple Choice- Students need to look into why certain answers are correct/incorrect

Students need to see a purpose or endgame to their feedback. Providing opportunities for students to work on the skills needed for the task prior can assist. Verbal feedback can be beneficial here.

Deadlines for submission and feedback can motivate students to complete the work.

Bump it up- Students look at student samples and consider how the response could be bumped up into a better grade. C-->B-->A

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Mote for assessment tasks - getting students to re-mote

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Mote for assessment tasks - getting students to re-mote

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Students receive motes on a task, but then they acknowledge the comment with a return mote.

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Assembly devoted to teaching students about value of feedback and how they should act on it.