Delivering feedback is a core part of a teacher’s role and skill set.

After all, how we respond to students - from well-earned praise to urging them to do better - can have a huge impact on progress and even enjoyment of a subject.

In international schools, with different cultural expectations and high parental expectations, it can be a tightrope walk.

Having researched this area and how to deliver it effectively within my context of a bilingual school in Italy, here are five tips for making the process of giving feedback more effective for everyone’s benefit.

1. Develop a shared language of feedback

It is important to have a common and consistent approach to feedback, which isn’t always as easy as it sounds: in my context, the British and Italian systems are often at odds with each other.

For example, in some cultures, feedback means regular testing and scores. In others, it is more conversational.

However, sharing best practice and building a shared language around feedback will mean systems are better able to complement rather than contradict one another.

To make changes in any school there needs to be a recognition of viewpoints across the school systems. Without acknowledging the root of staff beliefs and attitudes, any changes are likely to be ineffective or short-lived.

While many schools are restricted to external assessment systems, small improvements to the culture of feedback need not be tied to one system or another. 

Top Tip: Go back to basics. Review the vocabulary you use to talk about feedback and assessment in your school and explore everyone’s understanding of these terms. Be respectful of different viewpoints and try to unpick any misconceptions together.

2. Involve the parents

In the same way teachers have ingrained views of what makes effective feedback, so do parents. They may expect a certain method of giving feedback in the classroom, unaware that other, more effective ways exist.

They may have loyalty to their own educational experience and need some convincing. Do not assume anything; what might seem obvious to you may be completely unfamiliar to parents from China, the US or Italy, for example.

Personally, I have worked in two international schools both transitioning from regular summative assessments to a focus on feedback for learning. However, removing grades takes away what parents in many cultures perceive as their only method of knowing how their child is doing.

This can initially cause tension. It is only by having conversations with parents and explaining the purpose of feedback that you get the focus on student learning. At middle school, I am always delighted when I get to the end of a parent’s evening without mentioning grades once.

Overall, a strong partnership with parents ensures effective feedback for learning is echoed beyond the classroom door.

Top Tip: At the start of the year, present your approaches towards feedback to parents. Use evidence-informed methods and communicate clearly how these benefit student learning so they can see why you are doing what you do.

3. Prioritise students’ understanding of feedback

As teachers, we are often guilty of focusing on the content of feedback rather than how it is received.

In an international context, EAL students are challenged with understanding not only the purpose of feedback but also the linguistic nuances we use in communicating it.

Additionally, students’ aversion to risk and making mistakes can be greatly influenced by their cultural background.

Feedback can also have a bigger impact on some students’ emotional wellbeing than others. What is intended as constructive criticism can lead to feelings of fear, anger or shame.

It goes without saying that getting to know students is important, but checking in with how they understand feedback is key in ensuring they use it as intended.

Top Tip: Use clear and explicit language in your feedback. Take time to clarify the purpose of feedback and discuss student’s prior experience of feedback.

4. Recognise feedback as a process, not a product

Students often view feedback as something they receive at the end of, the learning process rather than during it.

But if the feedback is solely responding to corrections for homework, it becomes a kind of punishment.

And of course, if the feedback is left to the end of tasks or units, students can’t use it in any meaningful way. As such, try and make it an ongoing part of classroom life.

Top Tip: Include feedback loops as part of your curriculum planning. Allocate time during the learning process for students to actively respond to feedback and, equally as important, for you to receive feedback from them. 

5. Professional learning

Delivering feedback is a skill - one that can be improved with practice.

As such, teachers need opportunities to engage in conversations around feedback, to explore new approaches and engage in CPD where relevant.

Furthermore, any wider school change needs to be collaborative, allowing teachers to have ownership of new initiatives.

Experiencing innovation as change imposed from the top can lead to resentment and a lack of engagement.

Top Tip: Develop a teaching and learning group within your school as the foundation for conversations around feedback. Spend more time listening than talking and make use of the growing global network of international teachers.

Emma Akhurst is a KS3 science specialist current teaching in Italy and recently completed an MSc in Education. She tweets @ScienceMrsA