Feedbackarbeit in Lehr-Lern-Prozessen

Working with feedback in schools is often based on the (mis-)understanding that it is a form of teacher assessment carried out by the students. Therefore, this paper starts with demarcating feedback from patterns of expectation and of actions that equate feedback with assessment. It unfolds a concept of feedback which is based on methodically structured discussions, shared responsibility, a dialogue practice and designed working alliances. It reconstructs a practice that avoids assessment and seeks possibilities to support learning processes and lesson development. This concept of working with feedback as a motor for a systematic and collaborative lesson development hasn't been a result of an armchair decision. It is grounded on experiences of teachers in four schools who, for one year, continuously worked with feedback methods in their lessons—not by themselves but collaboratively in a network with other schools and in the context of a scientifically accompanied project.