Author: Deb Bullock | Published on 1 April 2023


Read what a teacher says about this activity:

Feedback sandwich is an activity which secondary learners can use to assess each other. It’s a good activity for introducing peer assessment to your learners. It helps if you use learning objectives or task criteria.

Option 1: Before doing this activity, add a feedback sandwich to the end of a piece of written homework. This activity helps to explain to learners what they have to do. 

Option 2: Write 3-4 task criteria on the board, e.g. give your work a title; use a range of vocabulary; organise into three paragraphs, etc.  

Stage 1: Introduction  

Use the board or flashcards to elicit or teach the word ‘sandwich’. 

Ask: ‘What’s this?’ Elicit (or explain) ‘sandwich’. Write ‘sandwich’ on the board.

Elicit (or explain) how many parts a sandwich has (three: two x bread and one x filling). Say, ‘A feedback sandwich also has three parts.’ (Don’t explain yet).

Stage 2: Model

Say, ‘I will show you an example of a feedback sandwich.’ Model the activity with a volunteer. 

(If you did Option 1, use their written homework. If you did Option 2, point to the task criteria on the board.)

Teacher: It reads very well because you’ve organised your 3 paragraphs well.

Learner: Thank you! I think so, too.

Teacher: I think next time you should add a title because we don’t know what it’s about or if we want to read it.

Learner: Oh yes, I forgot. I’ll remember next time.

Teacher: It’s very descriptive because you’ve used a lot of adjectives.

Learner: Yes, I tried to use a range of vocabulary.

Ask, ‘What are the 3 parts of the feedback sandwich?’ (one good thing, one thing to improve, one good thing). 

‘Why is this the same as a ‘sandwich’?’ (the first and last are the same, the filling is different).

Model the example again and elicit (or explain) that the teacher always says why (e.g. because you’ve used a lot of adjectives).

Stage 3: Pair work

Say: ‘Choose a partner. Decide who is A, and who is B. Read each other’s work. Think about your feedback sandwich. Don’t forget to think about why.’ Give them five minutes. 

Say: ‘Learner A starts. Tell your partner your feedback sandwich. Bs listen and say if you agree.’ Circulate, listen and support.

After three minutes, say: ‘Now swap.’ Move around the room and listen and support. After three minutes, stop them.

Stage 4: Whole class feedback 

Say: ‘Hands up if you agree with your partner’s feedback.’ Say: ‘Hands up if you disagree.’

Ask two or three learners: ‘Why do you disagree?’ They may need time to think. Look at their work as they speak. At the end give your opinion.

Stage 5: End activity 

Say: ‘Think about your partner’s feedback. Write one action point.’ 

Circulate and support.

Ask: ‘Do you like this activity? Why? / Why not?’ Use answers to show how peer assessment can help them think about their learning, and how they can learn from each other.

The next time your learners write a text, ask them to look at their action point, and remember what they need to improve. 


Circulate: Move around the classroom to check what learners are doing, and if they need any help.

Criteria: The information or tool used to measure progress or understanding.

Elicit: How a teacher gets information from learners, e.g. asking questions, prompting. 

Feedback: Information about how well a learner has done something

Model: Demonstrating so that learners understand what they have to do in a particular task.