Feedback for learning is undoubtedly a crucial element of the teaching toolkit. It is fundamental in improving student outcomes and in allowing students to develop their understanding.
However, feedback is itself a controversial subject. What is good feedback? How much value does it really add? And how do we get the marking balance right considering other demands on a teacher’s time?
The relationship between feedback, assessment, and data
Before exploring what makes good feedback it is important to reflect on the purpose of assessment in the first place. After all, there is little point giving feedback on a flawed assessment that doesn’t accurately assess what the student has been learning.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
Unlimited access to news, best practice articles and podcast
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here