Reframing post-lesson assessment and feedback: A case study
Written by: Adam Kohlbeck
7 min read
Adam Kohlbeck, Deputy Headteacher, Birkbeck Primary School, UK
Why is feedback worth our thinking?
In 2016, Ofsted produced its report ‘Eliminating unnecessary workload around marking’, placing teacher workload at the forefront of leadership thinking. For many, written marking as a means of post-lesson assessment is not something that has ever been questioned. The Education Endowment Foundation (EEF, 2021) confirmed that feedback is a vital tool in a teacher’s armoury. However, feedback is the action that follows accurate assessment, and the principle is too often applied through strict written marking policies. Harford (2016) writes: ‘There is remarkably little high-quality, relevant research evidence to suggest that detailed or extensive marking has any significant impact on pupils’ learning.’
Hasbrouk and Tindal (2017) produced data on the age at which most children in a class can be expected to achieve reading fluency (a minimum of 90 words correct per minute). T
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