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Feedback is an important part of learning, but students do not always know how to use it effectively. High school student students may receive comments from teachers on assessments or classwork and focus mainly on the mark they received. In Tutoring, we can help students understand that the feedback is attached to that mark can be just as valuable.
One useful strategy is reviewing previous assessments with students. Instead of simply correcting the questions they got wrong, tutors can encourage students to identify patterns in the feedback. For example, a student may continuously lose marks because they do not provide enough detail, show sufficient working out, use evidence effectively or answer every part of the question. Recognising these patterns give students a clear idea of what they need to improve.
It is also important to turn feedback into practical goals. Comments such as “needs more analysis” can feel vague to a student. During Tutoring, this can be broken down into specific actions such as explaining the significance of evidence or linking each point back to the question. This makes feedback easier to understand and apply.
Students should be encouraged to use feedback on the individual task it was given for. The aim is not simply to improve one assessment but to transfer that learning into future work. Revisiting previous feedback before beginning a new assignment can help prevent the same mistakes from being repeated.
