In this seven-part series I’m exploring the role marking and feedback play in effective teaching and learning.
I have argued against one-size-fits-all assessment policies that mandate teachers to assess pupils at set times and in set ways. I have also argued against burdensome assessment practices such as dialogic marking and the use of verbal feedback stamps which take a lot of teacher time with little impact on pupil progress.
I have explored ways of making marking meaningful, manageable and motivating. I’ve explained how to make feedback fair, honest, ambitious, appropriate, synoptic and consistent. And I’ve examined how to make feedback cause thinking, as well as sharing three questions, four levels and nine guidelines that can make feedback particularly effective.
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