Best Practice

Feedback: The mark of success – Part 2

In part two of his seven-part series on effective feedback techniques and practices, Matt Bromley looks at making marking meaningful, manageable and motivating

Several seminal works of educational research have espoused the virtues of feedback. First came Black and Wiliam’s Inside the Black Box, then Hattie’s Visible Learning, followed by the Educational Endowment Foundation’s Teaching and Learning Toolkit. Each posited that feedback was one of the most impactful teaching strategies at our disposal, adding eight months of extra progress every year and leading to at least half a GCSE grade’s improvement.

There is no doubt that feedback is important. After all, if pupils didn’t know what to improve and how to improve it, they would be unlikely to make much progress. But our obsession with feedback has led to an unhealthy and unsustainable teacher workload which, in turn, has adversely affected recruitment and retention in the profession.

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