So far in this series, I’ve argued that our obsession with feedback as the panacea for pupil progress and a proxy for good teaching has led to some questionable, potentially damaging practices.
Dialogic marking and verbal feedback stamps, for example, are a drain on a teacher’s precious time and yet there is no evidence that they have any positive impact on pupils’ progress.
As such, I have been exploring ways of making marking and feedback more meaningful, manageable and motivating.
Before half-term, I explained that feedback thrives on error – that is to say, the difference between what we know and can do, and what we aim to know and do – and works best when it answers three key questions, namely: Where am I going? How am I going to get there? Where to next?
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