Best Practice

Getting feedback right in your classroom

Marking and feedback can be a pressure point for new teachers and can lead to high workload. Adam Riches discusses some healthy habits to develop to ensure efficient and effective feedback and marking practice

Providing effective feedback to your learners is one of the most direct and efficient ways to help them overcome misconceptions in their learning.

That said, giving feedback can quickly become onerous and time-consuming if not managed and applied in a sustainable way.

One of the biggest strains for early career teachers (ECTs) is getting the balance right between what is done in the classroom and how much is done outside the classroom. Marking and feedback account for a significant chunk of teachers’ time but the process of giving feedback need not be undertaken in the traditional, detached way.

Battling through endless piles of books, writing comments and targets in the vain attempt to get learners to realise where they are going wrong, is a “time-negative” approach.

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