This document provides a risk assessment template for teachers to evaluate potential risks students may face from receiving assessment feedback. The risks assessed include students misunderstanding feedback, receiving too much feedback and feeling overwhelmed, becoming demoralized by low scores, feedback not being useful if performance was very low, and students not attending assessment or feedback lessons. For each potential risk, the teacher considers whether it is a significant risk for that student and what mitigating actions could be taken at the lesson, faculty, or whole school level.

1. Feedback Risk Assessment for: __________________________ Year Group:______
Teacher: Faculty / Subject:
Which assessment are you giving feedback on? (mock, essay, mid-unit test etc):
Potential
risk
Factors to consider
Is this a
significant
risk for this
student?
(Y/N)
What can I do in lessons?
What could we do in
Faculty?
What could we do at
whole school level?
Student may
not
understand
the feedback.
- What arethey likely to
misunderstand?
- Are there particular words in the
phrasingof feedback that they
might not get?
- How confident are you that you
are identifyingthe ‘right’ targets,
particularly for new courses?
- How will you manage the ‘re-
teaching’ of concepts that they
may not have understood?
Student may
get too much
feedback and
become
‘swamped’.
- There may be multipleareas to
give feedback on, which is difficult
to manage.
- They may be getting detailed
feedback from many subjects in a
shortperiod, and not be ableto
cope with the cognitiveload.
Students may
be
demoralised
by low
scores.
- Students may compare their
scores with others and feel shame
/ give up

2. Their
performance
may be so
low that it’s
hard to give
useful
feedback .
- They may have given up on the
exam or not tried hard
- They may have serious
misunderstandingwhich has taken
their work in totally the wrong
direction.
Students may
not attend
the
assessment
and / or
feedback
lesson.
- Students may not attend the
assessmentor feedback lesson
- This can be problematic and lead
to students not being ableto
engage in follow-up work.
- What help can we provideto help
get the ‘back on track’?
- How could we use learning
mentors?
Other
risks?