After reading a few posts about feedback lately, I thought I’d revisit and share my own views on this important matter. From the outset I’d state that we:
1. Don’t care how teachers mark and provide feedback, as long as it is happening.
2. Know that marking and acknowledging work is a key driver to raising expectations.
If it were up to me, all teachers would do is mark, plan, teach and repeat.
Effective feedback is vital to moving young people on, and is part of my dream model of learning:
- Art developing the ‘Explain this page to me’ process that nails extended writing and helps develop better art work as a result (the progress in Art is phenomenal).
- Symbol marking in History that focuses on exam style answers, from Year 7, based upon the Describe>Explain>Analyse model.
- Moodle being used in IT and Computing to provide feedback at regular intervals.
- Is work of high quality and following the curriculum (which is why the middle leaders is vital right away).
- Is there evidence of Feedforward leading to improvement?
- Has the feedback sheet been completed in line with the agreed timescale?
- Is there progress over time?
- Held a joint INSET day with our feeder primary schools.
- Provide an example of our new intakes’ ‘best work’ so that teachers can raise expectations.
- Whole school book looks around our main focus groups (identified using live data rather than historical Year 11 – they aren;t in our school anymore so the information is of limited value) – the whole staff takes part.
- All middle leaders have to take part in a learning walk
- Regular 15 minute forums
- teachers talking to teachers – so using each curriculum area meeting to share good practice and moderate work.
I’d welcome your thoughts.