Collection of articles/reports about feedback/ marking
A good starting point
This post from David Didau sums up many of the ideas on this page (practical suggestions and thinking behind them) and challenges teachers/leaders to see what happens when you just mark a bit less (and feed back more) Less marking, more feedback: A challenge and a proposal
At what cost?
- If you only read one article about feedback and marking, read this from Tom Bennett: It’s your time you’re wasting
- Jo Facer sums up why we must always review what we do and why “We have a responsibility to students, and a responsibility to ourselves. We must be open to new ideas, to new approaches….Whether what I do works is irrelevant – it must work, be sustainable, and lead to the best possible student results.” At what cost?
- Good starting point. Summarises findings of DfE/ EEF, and gives practical ideas to improve “feedback” rather than just “marking”: ASCL guidance on feedback and marking
- EEF review of evidence on written marking: EEF marking review
- NCETM encourages maths teachers to cut down on the amount of written comments and feedback they put in pupils’ exercise books: Pdf of report
- DfE workload report: Eliminating unnecessary workload around marking
Evidence and reports
- A very good (and readable) review of the EEF review! Didau- a marked decline
- A really thoughtful review of some of the literature on feedback and marking. It also raises an important question: are we only being told what we shouldn’t do, when we want to know what we should do? Feedback- we still don’t know what works
- Another very thorough review of the evidence that exists (and doesn’t exist) about feedback and marking Is written feedback a waste of time?
- What do the teachers at our school think about marking and feeedback? (write-up of group meeting): Feedback on feedback (and marking)
- BBC News report: Many teachers working a 60-hour week
- Don’t set up marking routines which will be unsustainable from Happy Teacher Didn’t the DfE tell teachers to stop working themselves into the ground?
- Tim Taylor’s review of marking blogs from 2013. Really worth a look Links to blogs on marking
Practical ideas: summaries of approaches to feedback
- How Michaela School approaches marking from Joe Kirby: Hornets and Butterflies
- Another blog from Michaela by Jo Facer: Giving Feedback the Michaela way
- Tom Sherrington follows similar ideas to re-think marking and feedback, and to help close the gap, but in a sustainable (but impactful) way: Rethinking marking and feedback. It’s all about the response.
- Doug Lemov gives another summary of the Michaela approach here: Reducing teacher workload by re-thinking marking
Practical ideas: whole-class approaches to feedback
- One of the first blogs I read about whole class marking, summarising (and justifying) the ideas behind it from Mr Histoire Whole Class Marking
- Developing sustainable ways of giving timely, useful feedback: Whole-class marking: KS4 mock
- Department-wide reduction of marking load (and feedback approaches) from Ben Newmark: Verbal feedback- telling em what they need to know
- Resource to help with comments for whole-class marking: Marking crib sheet
Practical ideas: collections of resources, ideas and links
- Summary of ideas to improve feedback and reduced marking workload from Miss Humanities: Less is more- marking with a purpose
- This blog post from Dan Brinton is full of practical ideas for improving feedback (and keeping it workable), as well as a whole load of useful links: Fast Feedback
- A whole site devoted to reducing teacher workload, with a category just for feedback (and marking) ideas: Feedback and marking posts
Practical ideas: encourage independence/engagement
- Excellent blog from Wellington Learning and Research Centre summarising the problems with AfL (it has sometimes become A of L) and outlining ways to encourage self-reliance, including the use of exemplars Independent learning: Marking and Feedback
- We developed feedback ideas at Journal Club last year using metacognition to improve student independence and improve feedback in a sustainable way here and here
- Shaun Allison on DIRT: Closing Learning Gap with homework
- Didau on using codes on marking: What does feedback look like?
- Learning Scientists on how to provide feedback on written assignments, and how to save time grading them: How to grade writing assignments
- Is Your Feedback Carefully Used, or Barely Perused? Guest post from Learning Scientists
- Another article from the Learning Scientists: Feedback: How to get it and use it
Practical ideas: other (including longer, written work)
- Comparative judgement- could this make marking more efficient and more reliable, and help to free the teaching of writing from tick box approaches? Comparative judgement- practical tips for in-school use
- “I set students to write and while they are writing I mark their books… I don’t get to every student, but I get to about five or ten, while they are writing in one hour.” Post mortem marking vs live marking
Marking vs feedback
- Greg Ashman reminds us that feedback isn’t the same as marking. And feedback to the teacher is just as important (if not more important) than feedbak from the teacher All that marking you do? Waste of time.
- Dylan William: “Feedback should be more work for the student than it is for the teacher.” Is the feedback you’re giving students helping or hindering?
- Important post from Mr Histoire: Marking is not the same as feedback
- Very sane post from Mary Myatt (Ofsted Inspector): More on marking
- Summary post of issues by Teacher Toolkit: Marking Frenzy
- Have we overcomplicated teaching? Summary of our reading group meeting, where we talked about Jo Facer’s post: We have overcomplicated teaching
- Important summary from Didau: “While expertise and mastery is unlikely to develop without feedback it’s certainly not true to say that giving feedback results in expertise and mastery”: The feedback continuum: why reducing feedback helps students learn
- Marking and feedback from a primary perspective: Some principles for effective marking and A lesson from Lilly, aged 7
- Systematic review of prerequisites for AfL in classroom practice. The authors found that the knowledge, skills, and attitudes of individual teachers influenced the establishment of an AfL-based learning environment.
- Researchers compare process-oriented feedback (POF), where pupils are given written feedback, including strategies to improve and social-comparative feedback (SCF), where pupils are given only a grade for their work Which feedback adds up for maths lessons?
- Hays, Kornell, Bjork 2010 The costs and benefits of providing feedback during learning: we should weigh up the costs as well of the benefits in using learning time for feedback, and if we want to promote longterm learning, then we should think about delaying, reducing or summarizing feedback, rather than giving it immediately (and often)
- Kluger and DeNisi 1998 – Feedback interventions: toward the understanding of a double-edged sword This article is refered to in one of the blog posts above: “according to their review, in over 1/3 of quality experiments, feedback interventions led to worseperformance than no feedback at all. Feedback could be detrimental!”
Assessment and informing planning
- From Stephen Tierney: What have schools historically done with all the data they collect? Has it helped students learn more? Has it acted in a formative manner or is the majority purely summative? How can we move forward? Assessment- teaching’s hidden gem
- A clear guide to how and why to use assessment to inform planning Making marking meaningful