Feedback case studies

Read these written case studies to find real-world insights into how feedback practices have been introduced into a range of education contexts. 

Workshop lesson structure and feedback

Woori Yallock Primary School, Woori Yallock, VIC

Woori Yallock Primary School’s 2010 NAPLAN results reflected a decline in student achievement data and revealed inconsistencies with in-school assessments of students. The Department conducted an extended diagnostic review, which highlighted inconsistencies in assessment, time devoted to content areas and lesson structure.

The school leadership team realised that they needed to build teacher capacity to assess student performance and learning needs, as well as to identify next steps in learning. The report helped the leadership team build the case for change and get teachers on board.

Download to find out how the school implemented a feedback strategy.

Engaging staff in leading change

Richardson Primary School, Canberra, ACT

Although Richardson Primary School prided itself on a firm focus around improving student outcomes, the Performance Indicators in Primary Schools (PIPS) data in 2012 showed that student achievement was below benchmark in all areas. The leadership team looked at high-performing schools with similar demographics to identify the foundations of their success. What they found was a strong focus on student writing, feedback and engagement. 

School leadership identified feedback and collaborative learning as two key areas to explore at Richardson Primary School. They formed two working groups to review the research on each focus and to determine how it could work within their context. The cooperative learning working group sought to understand how this could be used to support the schools learning culture, particularly student engagement in learning.

Download to find out how the school implemented a feedback strategy.

A shared understanding of best practice

Oxley College, Burradoo, NSW

In 2012, Oxley College moved from only secondary schooling to operating as a K-12 school. This prompted the leadership team to review their teaching practices to ensure student progress along a continuum of learning across the years. The team explored the differences between primary and secondary teaching pedagogy to agree on a consistent approach. 

Oxley’s leadership team selected Professor John Hattie’s Visible Learning as the basis for developing effective teaching practice across the college. This provided a framework for staff and leaders to revisit whenever they encountered teaching challenges. Incorporating feedback practices was a key focus in clarifying student progress and next steps in learning.

Download to find out how the school implemented a feedback strategy.

Collaborating to support improved practice

Bray Park State High School, Bray Park, QLD

A 2014 internal review of Bray Park State High School identified a need to improve the quality of teaching and student outcomes. The school introduced Marzano’s Art and Science of Teaching (ASOT) pedagogical framework, which poses ten questions to help teachers engage students and promote high-quality learning. In making feedback an essential part of the learning process, teachers sought to answer key ASOT questions around helping students interact with and deepen their understanding of knowledge. 

The school also implemented the strategies of New Pedagogies for Deep Learning (NPDL) – a global partnership that supports the use of digital technology in new teaching methods, including providing high-quality feedback.

Download to find out how the school implemented a feedback strategy.

Feedback for literacy and numeracy

Gunbalanya Community School, Gunbalanya, NT

Gunbalanya Community School identified the need for an evidence-based and data focused approach to teaching literacy and numeracy. Concerns were raised when its 2013-2014 NAPLAN results showed a reduction in student performance in reading (Years 5 – 7) and writing (Years 3 – 5). School leadership focused on Hattie and Timperley’s Feedback model and its four levels of feedback as a key approach to improving the literacy and numeracy of their students. 

The leadership team started with aligning feedback to school goals and then developed a gradual whole-school implementation approach and engaged staff to create a 12-month action plan.

Download to find out how the school implemented a feedback strategy.

Feedback to stretch successful students

Fairholme College, Toowoomba, QLD

In 2013, the Fairholme College enjoyed academic success, but was keen to encourage student self-motivation and independence in learning as a way to further improve student learning and addressing the issue of coasting students. 

At monthly professional learning sessions, teachers discussed areas of need and selected learning environments to promote independence, interdependence and self-motivation as a priority focus area. This aligns to promoting student peer feedback practices.

Download to find out how the school implemented a feedback strategy.