Embracing the ‘feedback not marking’ revolution: Embedding effective feedback in the classroom
Written by: Liz Pyne
5 min read
LIZ PYNE, ASSISTANT HEAD (TEACHING AND LEARNING), PRINCETHORPE COLLEGE, UK
Introduction
Providing feedback to students is nothing new. As teachers, we do this every day in verbal and written forms to enhance the progress of our students. However, embedding such feedback to ensure action by the students continues to be a frustration and a challenge for teachers. We know that ‘Formative assessment… can raise student achievement’ (Wiliam and Black, 1998 p. 3). We are aware of the Education Endowment Foundation (EEF) findings of 2021, that feedback offers a low-cost solution to student achievement, adding progress of six months. Enser advocates that schools are places where change happens. (Enser, 2021) Consequently, we recognised the need to support our staff and invest in a programme of change. Creating an actionable feedback culture (Hattie and Clarke, 2019) was our aim.
Implementing change: Starting small
In January 2019, we embraced our journey of ‘feedback not marking
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