Effective Feedback in Geography – ‘What Went… | tutor2u Geography
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Effective Feedback in Geography – ‘What Went Well’ and ‘Even Better If’

‘What Went Well’ (WWW) and ‘Even Better If (EBI) is a method of giving feedback to student’s at all key stages. We've found it is really effective way to get learners to see their strengths and where they need to improve.

WWW/EBI also gives teachers a tool that can give opportunities for effective learner response, peer and self-assessment and improving examination technique. Most useful for Geographers is that you can be topic or skill specific when feeding back, depending on what you are assessing

At GCSE, AS and A2 one of the easiest ways to use WWW/EBI is when marking exam style questions. Students complete their answers and either the teacher, peers, or student can then look at the mark scheme and pick out what the student has achieved (WWW) and then pick one or two things that they haven't (EBI).

You can do this in various ways but the quickest is probably to highlight a copy of the mark scheme in two different colour highlighters. This then gives the student an opportunity to respond to the marking by rewriting their answer to include the elements from the EBI.

This is really effective where you have levelled response answers, such as AQA GCSE and A Level. You can very easily show what level the student is at and what they need to do to move their answer up into the next level, and potentially grade. It can also be a time saver for teachers, if you have typed out the mark scheme, or even downloaded it, you can then cut and paste the different strands of the answer, print it out and stick/staple to work.

It is also a useful feedback tool at KS3 where you are marking homework, classwork or assessments. Again, you can use the criteria that you are marking the work with to create a bank of statements that you can highlight to students, creating the opportunity for meaningful learner response. The more specific your WWW and EBIs are the easier it is for students to improve elements of their work.

Having just marked some Year 9 work on describing the path of Hurricane Katrina I had some fairly common WWWs, for example, ‘you have used specific names and locations effectively’; and common EBIs, ‘you could use compass directions to describe the route that Hurricane Katrina took’.

This means that students can go back to their work and add in the compass directions and immediately improve their descriptions. An additional benefit is that it can be a reflective tool for you as a teacher; if you have a large number of students getting the same EBI you could evaluate your lesson and change your planning for the next time you teach it.

I've been using WWW and EBI for a long time now and it does make marking more focused and allows all students to have positive feedback but also constructive advice for improvements. You can get students to make a note of EBIs at the front of their book so they have a personal bank of advice for constant improvement over time: they refer to their EBIs when working to check they have done them all.

A couple of hints: when using for peer assessment pupils can find the WWW much harder than EBI, they seem to be quicker to notice the faults than the achievements! The other I've seen is write your WWWs and EBIs up the side of the page, then you know if students are reading it because they've turned their books around: sneaky!

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