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Whole class feedback in a secondary English lesson

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient approach to managing marking workload and maintaining meaningful feedback is to provide whole class feedback where common patterns are highlighted and general areas of development addressed.

As you watch this video of classroom practice, consider how the teacher:

  • Gives clear feedback based on observing pupils’ work
  • Gives pupils clear and actionable steps for improving work

Whether you’re establishing ways of working for the first time or reviewing your feedback approaches, take some time to reflect on what the teacher has done, how they’ve done it, what they might have done differently, and how this might influence your own practice.


Black P and Wiliam D (1998) Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan 92(1) p.81-90. Available at: https://journals.sagepub.com/doi/pdf/10.1177/003172171009200119 (accessed April 2020)


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