Knowledge, Skills and Whole Class Feedback


There can’t be many ideas or initiatives that have saved more teachers more time than whole class feedback. Whether using a specific pro-forma, or taking notes on the closest available piece of scrap paper, focussing on actually reading a set of exercise books and identifying misconceptions rather than writing lots of formative comments relieves much of the burden associated with marking.

I remember reading about this approach on Jo Facer’s excellent blog ‘Giving Feedback the Michaela way’, and subsequently on great blogs by Rebecca Foster and Susan Strachan. For the uninitiated please browse through these great posts.

Now, with any seemingly ‘new’ idea, there will be scores of folk who have always marked  in this way, perhaps because it has always seemed to them like good ole’ fashion common sense. But, for many others, the struggle of having to ‘evidence’ written feedback or, dare I say it, Triple-Impact-Marking,  have…

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