The power of a teacher’s feedback is one of the most powerful influences that has an effect on pupils’ learning. Hattie & Timperley (2007) have defined four levels that a feedback can work on. The aim of this study is to investigate the levels in teachers’ feedbacks based on their practical work in grades 4-6 in the Swedish subject. We are doing this by answering the following questions:

•Which levels are actualized inteachers ́written feedbacks? •Which levels are actualizedin teachers’ verbal feedbacks? •What similarities and differences are there between written and verbal feedbacks regarding their levels?

The empirical material investigated in this study consists of 85 feedbacks. 63 of these feedbacks are in written form and 22 of them in verbal form. The written feedbacks were assembled by collecting earlier given feedbacks by three teachers. The verbal feedbacks were assembled by observations in two teachers ́ classrooms. Our study shows that feedback based on task level is the most common level overall in the teachers’ feedbacks, followed by feedback on the level of: process, self as a person and self-regulation. This order was the same in written feedbacks but not in verbal feedbacks. The general result could be explained by the fact that task based level is a base level which other levels stand on. In verbal feedbacks, feedback on process level was instead the most common. This might be a result of the fact that teachers in the classroom prefer to give pupils strategies to solve the problems, to immediately giving the correct answer.