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  • Effective feedback

  • Feedback and marking

    Where anyone is trying to learn,

    feedback about their efforts has three

    elements – the desired goal, the

    evidence about their present

    position, and some understanding of a

    way to close the gap between the two.

  • Purposes of Assessment

  • Five Key Strategies of formative assessment

    Where the learner is


    Where the learner is

    right now How to get there


    Clarifying and sharing

    learning intentions and

    criteria for success

    Engineering effective


    discussions, activities,

    and tasks and

    activities that elicit

    evidence of learning

    Providing feedback

    that moves learning



    Understanding and

    sharing learning

    intentions and criteria

    for success

    Activating learners as instructional resources for

    one another



    learning intentions and

    criteria for success

    Activating learners as the owners of their own


    From “Embedded Formative Assessment” Dylan Wiliam (2011)

    Providing feedback that

    moves learning forward

    Clarifying and sharing

    learning intentions and

    criteria for success

    Understanding and

    sharing learning

    intentions and criteria

    for success


    learning intentions and

    criteria for success

  • EEF Toolkit

  • Feedback and Marking

    • Feedback is information given to the learner and/or

    the teacher about the learner’s performance

    relative to learning goals.

    • Feedback redirects or refocuses either the teacher’s

    or the learner’s actions to achieve a goal.

    • also has a very high range of effects and some

    studies show that feedback can have negative

    effects and make things worse. It is therefore

    important to understand the potential benefits and

    the possible limitations of this as an approach.

  • Research suggests that it should:

    • be specific, accurate and clear

    (e.g. “It was good because you...” rather than just


    • compare what a learner is doing right now with

    what they have done wrong before

    (e.g. “I can see you were focused on improving X

    as it is much better than last time’s Y…”);

    • encourage and support further effort;

    • be given sparingly so that it is meaningful;

    • provide specific guidance on how to improve and

    not just tell students when they are wrong;

    Feedback and Marking

  • Feedback that moves learners forward

    • Oral or written

    • Peer-peer, self-self, peer-teacher, self-teacher

    • Comment-only marking

    – Comments to cause thinking

    – What happens as a result?

    • Explicit reference to criteria

    – Where am I / where are you?

    – Where do I / you need to be?

    – Suggestions on how to improve (using the criteria)

    • Knowing all this, what will I teach next lesson? Next term? Next year?

    • Opportunity for learners to act on feedback. “Where am I, where next? How will I do this?”

    • The latter beginning to inform the former!

  • Oral feedback

    I’m glad you asked

    about that when you

    found it hard. It means

    that others will be able

    to learn from my

    explanation to you.

    Now you’ll learn

    something that you

    didn’t know before.

    Then it wont be as

    hard the next time

    you meet it.

    I know you are

    having difficulty

    with this. Don’t

    worry I’m going to

    help you.

  • Have another look at question 4 Check your

    answers to the first 3 questions

    before moving on

    Are you telling me, or asking me?

    Is there a better word you could


    Everybody stop!

    Let’s look at this again… Read that

    sentence back to me… exactly as

    you’ve written it.

    Can you use mathematical / scientific / geographical

    language to explain that in more detail?

    A better word for ‘strange’?

    If only there were a book that listed such things..

    Hidden Feedback

    And every time you tap a dictionary, or point to an error, or even raise an eyebrow!

  • Written feedback Marking prompts

    • Reminder – don’t forget to…

    • Scaffolded – partly competed examples

    to illustrate an improvement

    • Example – a completed example to show

    what is required.

  • Quality feedback

    • Showing success

    • Indicating improvement

    • Giving an improvement suggestion

    • Making the improvement

    S – strengths

    W – weaknesses


    N – next steps,d.ZGg&psig=AFQjCNFHR2J8hti0jB1Sd8vqYe8o5hXf5A&ust=1477059796679768

  • Maths example

  • Peer and self assessment

    • Teacher models using success criteria.

    • Identification of where success criteria are


    • Where improvements can be made.

    • Make the improvements.,d.ZGg&psig=AFQjCNEd5gqjpNnmNBPn8NOm65I9Rs4kgg&ust=1477054791845064

  • And now

    • Feedback should refer to the learning intention

    • Feedback should focus on success and

    improvement (2 stars and a wish)

    • Comments may form the basis of discussion

    between teacher and child

    • Comments may be oral or written, formal or


    • Use marking prompts (reminder, scaffold or


    • Plan time for children to act on your feedback

  • Dot and Dab Feedback

    • Bingo dabbers

    • Key for Success


    • Children discuss with

    partners what colours

    refer to

    • Children anotate what

    dot means – and

    improve their work,d.ZGg&psig=AFQjCNHjjqSSYBt_WlLlYG6ezZ5s_9fW_g&ust=1473695638339248

  • The 3M’s of Marking Workload Meaningful: marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching

    Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. If the teacher is doing more work than their pupils, this can become a disincentive for pupils to accept challenges and take responsibility for improving their work.

    Manageable: marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time-effectiveness of marking in relation to the overall workload of teachers. This is written into any assessment policy.

  • From Ofsted

  • Who is it for?

  • Reflection and discussion

    How do you know that your feedback motivates and supports your pupils to improve?

    What are you going to do to ensure that the feedback you give motivates your pupils to improve?