6 Feedback Strategies for Primary School Teachers

Let’s talk about feedback – we all know it’s a key element of top-quality teaching. It helps pupils spot their strengths, figure out where they can improve, and keeps them on track in their learning journey.

But here’s the thing: with so many feedback methods floating around, how do we know which ones actually hit the mark?

In this blog, I’m going to discuss what I’ve learnt from many (many!) conversations I’ve had with school leaders and teachers across the UK about the feedback strategies they’re using in infant, junior and primary schools. I’ve even cross-checked these strategies with research that either backs them up or throws a curveball at their effectiveness.

What follows are 6 feedback formats that the schools I’ve spoken with use. I hope you find this post as useful and interesting as I found learning about all this stuff!

Here goes…

Glow and Grow / 2 Stars and a Wish

What It Is:

• Glow and Grow: Sometimes also referred to as ‘Medal and Mission’; think of this method as your personal cheerleader and coach rolled into one. It gives pupils a pat on the back for what they did really well (Glow) and then serves up some solid advice for what needs work (Grow).
• 2 Stars and a Wish: Teachers shine a spotlight on two things the pupils did really well (the Stars) and then throw in one thing they could work on (the Wish). It’s a combo of high-fives and constructive nudges.

The Research:

Studies like the ones from the Education Endowment Foundation (EEF), show these feedback strategies can really work, especially when they focus on improvement and are clear as day to the pupils. Starting with positive feedback makes pupils way more open to hearing the tough love that follows.

But if the ‘Grow’ and ‘Wish’ parts of these methods aren’t strong and well written, the danger is that pupils can zone in on the compliments and ignore the all-important growth tips.

Takeaway:

Glow and Grow and 2 Stars and a Wish are popular for a reason, but the secret to making them work is keeping the feedback sharp and actionable. We’re talking specifics, not fluff—no one needs another generic “good job” (that’s about as useful as a chocolate teapot).

WWW (What Went Well) and EBI (Even Better If)

What It Is:

This method gives pupils a straightforward framework for some serious self-reflection and growth. The “What Went Well” section is all about letting pupils shout out their victories and grab a little spotlight for their strengths—because who doesn’t love a confidence boost? On the flip side, “Even Better If” serves up some feedback on how to progress. It nudges pupils to take a look at their performance and pinpoint exactly where they can improve. This kind of balanced reflection cultivates a growth mindset, empowering pupils to grab the reins of their own learning journey.

The Research:

Paul Black and Dylan Wiliam really know their stuff when it comes to formative assessment. Their Inside the Black Box study reveals that structured feedback really packs a punch. The WWW/EBI method makes feedback a whole lot clearer and way more meaningful for pupils. This approach works perfectly with formative assessment principles, which highlight the need for feedback that’s not just fluff but actually actionable and easy to grasp. Just a heads up, though—feedback shouldn’t drown pupils in a sea of info. Keep it focused on the key stuff that really matters.

Takeaway:

WWW/EBI is a solid, research-backed strategy that helps pupils get a grip on what they’re doing really well and where they can improve. The real trick for teachers? Keeping feedback concise and laser-focused.

Tickled Pink and Green for Growth

What It Is:

Teachers use colour-coded marking to show what kids are doing really well (Tickled Pink) and where they could use a little boost (Green for Growth). This visual feedback is a hit with the little ones who thrive on simple, clear systems.

The Research:

While this technique is widely used in UK primary schools, there’s isn’t any solid research backing it up. Most of what we know is anecdotal; teachers say that this colourful approach makes feedback pop and keeps younger kids engaged. But some teachers worry that kids might get so fixated on the colours that they forget to actually absorb the feedback.

Takeaway:

Tickled Pink and Green for Growth is a fun way to give feedback, but we need more research on its real impact. So, teachers, take this colourful method for a spin but don’t ditch the good old verbal and/or written chats to make sure the feedback hits home.

3-2-1 Feedback

What It Is:

This method serves up three wins, two things to improve on, and one thought-provoking question for the pupil to think about. It’s like a full-on review of their work without all the fluff.

The Research:

Research backing up these comprehensive feedback strategies shows that getting pupils to reflect on their work can work wonders. The Education Endowment Foundation (EEF) and studies in the Journal of Educational Psychology have found that when pupils engage in reflective thinking, their learning actually takes off. This method can get a bit complicated, especially for younger pupils who might feel like they’re drowning in feedback.

Takeaway:

The 3-2-1 Feedback approach is solid for spurring reflection and growth. Teachers, just remember to keep it age-appropriate (Year 3 onwards) and don’t overwhelm the kids with too much info at once. Balance is key!

The Sandwich Method

What It Is:

This feedback model layers criticism between two slices of praise, like a motivational sandwich. The goal is to keep the vibes positive while still tackling those pesky areas needing a little TLC.

The Research:

The Sandwich Method has some backing in feedback research, showing that a sprinkle of positive reinforcement keeps pupils hooked. However, some studies say the criticism can get lost if the compliments steal the spotlight. Plus, educational psychologists have pointed out that if the praise feels forced or totally off-base, it can come across as insincere. Nobody wants that, right?

Takeaway:

The Sandwich Method can work wonders, but teachers, tread carefully! You don’t want to sound like a robot. Make sure both your praise and your criticism hit home and actually matter to the person you’re talking to.

Pupil Self-Assessment and Peer Feedback

What It Is:

In this method, pupils dive into assessing their own work or a classmate’s using solid success criteria. It’s all about self-regulation and learning together!

The Research:

Research from Black, Wiliam, and the Assessment Reform Group says that self-assessment and peer feedback can seriously boost those metacognitive skills. When pupils get involved in the feedback, they’re way more likely to own their learning journey.

But hold your horses—there are some bumps in the road. Pupils often need a good chunk of training to dish out constructive feedback, and let’s be real, peer assessments can be a mixed bag in quality.

Takeaway:

Self-assessment and peer feedback are like hidden gems when done right. But you need to give pupils the training and clear criteria they need to make that feedback actually useful.

Final Thoughts

Feedback is most effective when it is timely, specific, and actionable—no fluff, just the essential insights that can truly make a difference. Timely feedback helps pupils understand their performance in the moment, while specific feedback provides clear guidance on what they did well and where they can improve. Actionable feedback empowers pupils to take concrete steps toward their growth.

Some feedback methods, such as WWW (What Went Well)/EBI (Even Better If) and peer feedback, are supported by solid research highlighting their effectiveness in promoting learning. These methods encourage a constructive dialogue that fosters a collaborative classroom environment. Others, like Tickled Pink and Green for Growth, stem from teachers’ experiences and observations about what resonates with pupils and motivates them to progress.

As educators, it’s crucial to remain flexible and responsive, adjusting your feedback approach to align with your pupils’ diverse needs and learning styles. This adaptability not only enhances the learning experience but also builds stronger relationships between teachers and pupils, ultimately leading to a more effective educational journey.