Best Practice

Feedback – The mark of success: Part 5

In part five of his seven-part series on effective feedback techniques and practices, Matt Bromley focuses on developing an effective school assessment policy

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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