Action-Oriented Feedback
Action-oriented feedback refers to the information we share with learners on their skills development as they practice and complete tasks; during and after skill-building activities; and based on informal observations. It is an important part of assessment for learning and the task-based learning and assessment cycle in LINC. Consistent ongoing feedback at all stages of the learning cycle empowers learners to be responsible for their own skills development and helps them make actionable plans for growth.
Action-oriented feedback is either spoken or written, and can be informal and ongoing or formal and planned. Providing learners with informal, spontaneous feedback is a regular part of instruction and can include:
- comments to the whole class
- comments to an individual learner
- learners’ comments to each other
This kind of feedback can happen throughout a course, during all activities. It helps learners identify their strengths and areas of improvement. Informal feedback may also be documented as anecdotal evidence of skills used in the classroom.
Action-oriented feedback should also be a planned activity after learners complete a skill-using or assessment task. This feedback should be based on the established task criteria and documented for the learner’s portfolio. It can include:
- instructors’ spoken comments
- instructors’ written comments on a rubric
- instructors’ recorded comments on an online rubric or assignment
- learners’ comments to each other
- learners’ own comments to themselves on self-assessment or reflection
Action-oriented feedback tells the learner which elements of a task they were successful at and what they can focus on to improve next time. It outlines strengths and areas for growth. It is important to reaffirm areas where learners are achieving and progressing as well as areas for improvement.
To be most useful to the learner, feedback should be specific and action-oriented. This means that the feedback provides the learner with specific actions to take that are directly related to the task criteria, instead of generalized comments such as “good!”
To help ensure that feedback is useful, teach learners about the concept of constructive feedback as a learning tool. Action-oriented feedback should always be given in level-appropriate language. Checklists with pictures and simple language may be useful for Stage I learners.
EAL Literacy Learners
For EAL literacy learners, make sure that feedback is in familiar language and at an appropriate EAL literacy level. You can use oral feedback, clear symbols or pictures or very simple comments. Choose one or two things to provide feedback on. EAL literacy learners do not have a lot of classroom experience and may still be developing their confidence as learners, so feedback can play a very important role in their understanding of themselves as language and EAL literacy learners. Be clear and honest, but also encouraging.
Helpful Hint
You would benefit from familiarity with previous sections under the “Assessment” Essential Component.
Useful Resources and References
Related Essential Components
External Resources
- CLB Support Kit
- CLB: ESL for ALL Support Kit
- CLB Calibration and Action-Oriented Feedback: Writing CLB 2-4 and CLB Calibration and Action-Oriented Feedback: Writing CLB 4-6 from the CCLB Professional Learning Sessions provides information about and samples of action-oriented feedback in PBLA.
- Integrating Assessment into your ESL Classroom: Classroom 1
- Integrating Assessment into your ESL Classroom: Classroom 2
- PBLA Portfolios – Key Elements: Required Components of the PBLA Portfolio
External Courses
- The Centre for Education & Training has a course on LINC Home Study that outlines information on feedback: Feedback for Learning: Why, What and How
