English - Daniel Bottom

There seems to be quite a range of views on what makes feedback have an impact. In some instances, verbal feedback, due to its immediacy and personalised nature, can be powerful. It is also gone the moment it's given. Written feedback can highlight errors and show students what they might have done. It is permanent so is more useful for revision. 

Recently, a student, when asked to reflect on their summer examination, asked me whether that was a little like asking directions from someone who knew they were lost. That seemed an interesting suggestion. They wanted to be told where they had gone wrong and how to get back on track which all seemed quite reasonable until they paused and then pointed out that relying on a teacher's feedback might not be too helpful in the long run as they would be on their own in the real exam. 

For quite some time, peer-assessment and student-to-student feedback seemed to be in fashion. Are students well-equipped to give advice to their peers? Do they need 'training'? Is peer-assessment a risk if the students are trying to get their minds around something and don't, yet, understand it deeply?