Tricia Taylor

Director, TailoredPractice and Lead Practitioner, Dunraven School


Critique and Feedback: Improving Peer Feedback

The quality of feedback has significant impact on student progress. There is substantial research about its power, including that of John Hattie, Helen Timperley and Susan Brookhart. My interest has been on how teachers can improve PEER feedback in the class, which is often vague and inaccurate (Hattie and Yates, 2014). To improve peer feedback, I have used the research and work of Ron Berger, chief academic officer for EL Education, and the practice of Critique and Feedback in a range of classroom settings to improve the quality of peer feedback—making it more specific, useful and kind. (See EL Education’s evidence here at I would present at least two case studies, explaining how I originally used the model in both secondary and primary classrooms and then how I applied it to literacy at Key Stage 2, linking it specifically to success criteria. Teachers have seen a marked improvement in the quality of peer feedback, evidenced by their observations and quality of re-drafts. Students also report a shift in attitude to feedback, seeing it as more about the work and not about the person. A byproduct of improved peer feedback is the reduction in the amount teachers spend marking. Here is a video of the first project we did:


Tricia Taylor, founder of TailoredPractice, has been teaching and leading in schools in the UK and USA for 20 years. Tricia is also a Lead Practitioner for Dunraven School, an all through school in London, and ambassador for Leadership Matters. With TailoredPractice, she partners with leadership at secondary and primary schools to use current research-based strategies to create a climate and culture around perseverance and challenge. A key part of her work is making educational research more accessible to teachers and parents and coaching them to develop their practice. Recently, she spoke at the Science of How We Learn conference in San Fransisco. see