Providing Feedback

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At FHES, we have moved away from a marking policy and towards a feedback policy. Each department has created their own department feedback and assessment policy, in line with the overall feedback policy.

It is important to move away from the notion that a really well ‘marked’ book is an effective proxy for a great teacher. If nothing is done with the feedback that is provided, then the feedback provided is pointless, has wasted the teacher’s time and has massively increased their workload, unnecessarily.

Before reading on, please make sure you read the chapter on ‘Assessment and Feedback’ in ‘What does this look like in the classroom?’ by Carl Hendrick and Robin MacPherson. This chapter will provide you with a far greater understanding as to how feedback should work.

Please read on to look at how to improve the feedback that you provide students with, and how to make them work harder than you, whilst at the same time reducing your workload, and improving their outcomes.

Literature to read: (books available in the T&L library)

  • What does this look like in the classroom? – Chapter on assessment and feedback – Carl Hendrick and Robin MacPherson
  • Making Every Lesson Count – chapter 5 – ‘Feedback’ – Shaun Allison and Andy Tharby
  • Mark. Plan. Teach. – Ross Morrison McGill
  • Embedded Formative Assessment – Dylan Wiliam
  • A Marked Improvement – Education Endowment Foundation

Blog posts to read:

Self and peer feedback:

Videos to watch:

How to go about structuring feedback in a lesson:

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