This document provides guidance on giving effective feedback to students. It emphasizes that feedback should: 1) Be clear about the learning objectives and what will be assessed. 2) Use subject-specific language to describe student performance and next steps. 3) Provide specific guidance on how students can immediately improve. The document also provides examples of prompts and feedback teachers could give to students on a drama performance assessment. It models using descriptive feedback focused on elements like character development, use of space, and technical elements. Students are then prompted to give each other feedback using subject-specific language.

1. Rapid, Mass Feedback- TEACHER
WHERE AM I GOING?
HOW AM I DOING?
WHERE TO NEXT?
Make abundantly clear WHAT you’re going to
look for. Tie to objectives/step to success.
Use SUBJECT SPECIFIC VOCABULARY- on the
task, with the process, self.
Ensure the feedback tells students how they can
make IMMEDIATE PROGRESS- be specific.
GOOD
FEEDBACK
WILL
ANSWER…
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2. WHAT ARE WE DOING? Create an opening scene to
our performance that introduces the characters in our
storyline.
• ALL will contribute positively to their group to create a
shared performance.
• MOST will role play the opening scene of their
performance a minimum of three times, remaining in
character throughout.
• SOME will have developed the structure beyond the
opening scene.
WHAT AM I LOOKING FOR?
• Teamwork within groups
• Self-control and focus
• Character development
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3. Creating
To improve…
1 You need to stay focused when working in your group. Stick within your
rehearsal zone and contribute ideas to your group.
2 Try to ensure you don’t break character when performing. Maintain control and
focus while rehearsing and performing.
3 You need to work on rehearsing your performances so they run smoothly and
everyone in your group knows their cues.
4 Consider how you can make use of lighting and/or sound to add style to your
performance. It will add atmosphere to your scene.
5 Organisation is key. You need to structure your storyline more effectively so it
makes sense to the audience.
6 Try to make better use of voice and movement to make your character more
believable while on stage. Think of a suitable emotion for inspiration.
7 Try to draw the audience into your performance by ensuring you use more eye
contact with other characters and the audience.
8 You need to try and participate in class discussions and group work more
often by contributing ideas and actively engaging.
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4. Rapid, Mass Feedback- PEER
WHERE AM I GOING?
HOW AM I DOING?
WHERE TO NEXT?
Make abundantly clear WHAT you’re getting
students to look for. Tie to objectives/step to
success.
Have them use SUBJECT SPECIFIC VOCABULARY-
responding cards with word banks or slides
Ensure students use language that is specific and
will be likely to show IMMEDIATE PROGRESS.
GOOD
FEEDBACK
WILL
ANSWER…
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5. #esherteachmeet
VBAs will always use at
least three key words and
will be specific with an
example!

6. Performing- Peer Feedback
You need to write your partner two things they’ve done well and one thing they
need to improve on. Choose from the boxes below to shape your response. Use
key drama words in your feedback.
CHARACTER:
• How did they use voice to show their character?
• How did they use movement to enhance their character?
• Did they add any significant gestures to help communicate meaning?
• Were they able to create tension through their acting? How?
• Did they play a convincing/believable character? How?
USE OF SPACE / STAGING:
• Were they able to use the entire performance space?
• Did the action take place on different levels?
• Did they use proxemics (spacing) to add meaning to the performance?
• What type of stage did they use (end-on, in-the-round, etc.)? Was it effective?
SEMIOTICS / TECHNICAL:
• Did they use lighting/sound to enhance the performance? How?
• How did they add props/set pieces to make the performance better?
• Did they use costumes to create meaning in the performance?
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