Keynote A: Improving learning by building on pupils’ natural capacity to generate inner feedback door David Nicol

International research portrays feedback as a dialogical and relational process that pivots on teacher-learner and learner-learner interactions. In this keynote, I contend that this is a narrow view, as it fails to acknowledge that learners are naturally generating feedback all the time, even in the absence of dialogue or comments. In effect, there is an artificial disconnect in both theory and practice between planned and formal and natural and informal feedback processes.  
In response, I present a new model of how feedback functions in learning that integrates formal and informal processes. The underpinning ideas are that all feedback is internally generated, that the core mechanism for its generation is comparison, and that any relevant information in comments or criteria, in textbooks or videos, in diagrams or observations, in peer works or exemplars etc. can be recruited to support the learners’ making of productive feedback comparisons All that is required to implement this model is to turn some natural comparisons into mindful comparisons with tangible outputs, and to invent new classroom activities that promote productive comparisons. This model leads to new feedback design principles that, if implemented, would not only lead to pupils learning how to better regulate their own learning but would do so without any increase in teacher workload. Examples of implementation will also be provided.

Key References
Nicol, D. 2021. Guiding learning by activating students’ inner feedback, Times Higher, Campus 
https://www.timeshighereducation.com/campus/guiding-learning-activating-students-inner-feedback
Nicol, D. 2020 “The power of internal feedback: Exploiting natural comparison processes” Assessment and Evaluation in Higher Education, 
https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1823314 
Nicol, D. 2019. “Reconceptualising feedback as an internal not an external process.” Italian Journal of Educational Research, Special Issue, 71–83. https://ojs.pensamultimedia.it/index.php/sird/article/view/3270