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Formative feedback and marking

Formative feedback and marking

Experiences when you are forced to slow down, make errors and correct them, end up making you swift and graceful without realising it

Cole, D

The simplest prescription for improving education has to be dollops of feedback

Hattie, J

… get inside students’ heads and turn up the knob that regulates quality and effort

Berger, J

Principles into practice – our repertoire of feedback strategies

Closing the gap 
Feedback is information given to the learner about their performance over time relative to their learning goals. Achievement of the goals is celebrated by ‘tickling them pink’

Dialogue
Effective authentic dialogue with children helps us to find out more about the children’s thinking and to use this as a basis for planning further learning opportunities that are matched to the children’s needs. Outcomes of learning dialogue are evidence in the children’s future learning

Timely
Effective feedback is timely (before, during, after)

Smart marking
Providing effective feedback is challenging. We work together in an open, supportive forum to develop time saving and effective strategies dispelling the myth that every piece of work has to be deeply marked by considering when detailed feedback is needed

Time to respond
We plan opportunities for the children to follow up and act on feedback, for example at the beginning of the day or in lesson time torevisit, redraft and edit their work. Children use the ‘purple pen of progress’ to evidence their responses and actions

Specific
Feedback emphasises what the individual has done or could do and is not merely related to who they are. Ideally it should compare and highlight what the children are doing right now with what they haven’t been able to achieve before

Building confidence 
Feedback should encourage children and not threaten their self-esteem. It is positive about what is ‘right’ as well as using errors as learning opportunities. Children are encouraged to make accurate judgements about how confidence they feel in being successful

Modelling
Adults model specific feedback behaviours to encourage children to recognise, understand and emulate the process

Peer and self-assessment
By developing a culture of peer and self-assessment feedback should be faded from the teachers to self-regulation

Feed forward
Feedback is designed to support and enhance children’s future learning in manageable steps for action – it is not merely helping them to finish a particular task. Specific next steps for learning are as challenging as the learner can accept and written, sparingly, in green. Successful feedback is that which leads to action on the part of the teacher or learner and closes the formative assessment loop

Formative feedback and marking is characterised by:

 

Planned in advance

Always acted upon

References learning

Captures the journey

Provides actionable tasks

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