In the International Baccalaureate Middle Years Programme (MYP), feedback is more than commentary on student work — it’s a vital tool for growth. Thoughtful feedback helps learners understand where they are in their learning journey, where they need to go next, and how to get there.
When implemented effectively, feedback transforms assessment from a judgment into a dialogue. It empowers students to take ownership of their learning, strengthens Approaches to Learning (ATL) skills, and nurtures confidence — one of the most powerful motivators in education.
Quick Start Checklist
- Give feedback that is timely, specific, and actionable
- Focus on growth rather than grades
- Use the MYP criteria to frame comments consistently
- Encourage student reflection and response to feedback
- Balance positive reinforcement with constructive guidance
The Purpose of Feedback in the MYP
The MYP’s philosophy emphasizes assessment for learning, not just of learning. Feedback bridges the gap between current performance and desired outcomes. It should:
- Clarify success criteria and next steps
- Encourage reflection and self-assessment
- Develop student independence and self-management
- Build confidence through recognition of progress
Effective feedback aligns directly with MYP objectives and the IB Learner Profile, particularly traits like reflective, communicator, and principled.
Qualities of Effective Feedback
The best feedback in the MYP is:
- Timely: Given soon after performance so students can act on it.
- Specific: References the exact part of the task or behavior.
- Actionable: Suggests clear steps for improvement.
- Balanced: Highlights strengths and opportunities equally.
- Student-focused: Written in language that encourages agency, not dependency.
For example:
Instead of “Your essay is too short,” say “Expand your argument in paragraph two by including more evidence from your research.”
Linking Feedback to the MYP Criteria
Using the official MYP assessment criteria (A–D) ensures consistency and clarity. Frame feedback around specific descriptors, such as:
- “You’ve demonstrated solid analysis (Criterion A), but now focus on synthesizing multiple sources to strengthen your argument.”
- “Great organization (Criterion B). Try adding clearer transitions to connect your main ideas.”
This approach demystifies grading and helps students see exactly how to improve performance against standardized expectations.
Feedback as Dialogue, Not a Monologue
Feedback should invite reflection, not end the conversation. Encourage students to:
- Summarize what they understood from the feedback
- Set a short-term goal based on it
- Ask clarifying questions
- Submit revised work demonstrating improvement
Teachers can use one-on-one conferences, digital comments, or reflection forms to create a feedback loop — turning teacher input into active student response.
Strategies for Building Confidence Through Feedback
1. Start with Strengths
Begin with what the student did well. This builds motivation and openness to constructive critique.
2. Use the “Two Stars and a Wish” Method
Provide two positive observations and one suggestion for improvement. This simple format keeps feedback balanced and digestible.
3. Focus on Effort and Strategy
Comment on the learning process, not innate ability. For example:
- “You showed persistence in revising your design draft.”
- “Your research skills improved as you evaluated multiple perspectives.”
This promotes a growth mindset — students learn that ability develops through effort.
4. Incorporate Peer Feedback
Peer review fosters collaboration and critical thinking. Teach students how to give and receive constructive comments respectfully, using shared rubrics for guidance.
5. Encourage Reflection on Feedback
Ask students to respond to questions like:
- “What part of this feedback do you want to act on first?”
- “How did applying feedback improve your next attempt?”
Reflection helps students internalize learning rather than merely correct mistakes.
Feedback in Digital Learning Environments
With more MYP schools using digital platforms (like ManageBac, Google Classroom, or Seesaw), teachers can provide multimedia feedback — voice notes, screencasts, or annotated comments.
Benefits include:
- Greater personalization and tone clarity
- Easy tracking of progress over time
- Opportunities for immediate response and revision
Digital tools make the feedback cycle faster, more interactive, and more student-centered.
Creating a Culture of Feedback
A healthy feedback culture values improvement over perfection. Teachers can build this by:
- Modeling how to receive and act on feedback positively
- Encouraging peer recognition and celebration of progress
- Normalizing mistakes as part of learning
- Scheduling regular feedback discussions, not just at the end of units
When students view feedback as a partnership rather than a critique, they develop resilience and intrinsic motivation.
Frequently Asked Questions
1. How often should feedback be given in the MYP?
Feedback should be ongoing. Every formative assessment should include actionable comments before summative tasks to allow improvement opportunities.
2. How can feedback be differentiated for diverse learners?
Simplify language for English Language Learners, use visuals or checklists, and provide oral feedback when appropriate. Tailor the delivery to student needs while keeping expectations consistent.
3. Should feedback include grades?
Not always. In formative contexts, omit grades to focus attention on learning. Use descriptive feedback to encourage reflection before numerical results.
Conclusion
In the MYP, effective feedback is the bridge between potential and performance. It encourages reflection, fosters confidence, and reinforces the belief that learning is a continuous journey.
When teachers provide feedback that is clear, supportive, and actionable, students grow not just in skill but in self-awareness and motivation.
Ultimately, feedback in the MYP is about empowering learners to become their own best evaluators — confident, reflective thinkers ready to take ownership of their education and beyond.
