I’ve written before about the error of thinking of marking and feedback as synonymous. Too often the focus is on the former – perhaps because it’s far easier to measure than the latter.
I’ve written too, about all the hidden feedback that goes on in classrooms. But increasingly I’m coming to think that the focus on marking is not only struggling to have impact; I think it might actually be hindering good feedback.
I think it’s always worth remembering some key overlooked points about feedback from the Sutton Trust/EEF toolkit. The first appears in the “What should I consider?” box on the website, where it states that to be effective, feedback should:
be given sparingly so that it is meaningful
I think it’s important to contrast that with the many policies that require feedback for pupils on every piece of work.
The second, I think, is more significant, and…
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