Feedback is not a gift
Written by: Marco Narajos
6 min read
MARCO NARAJOS, DEPARTMENT OF EDUCATION, UNIVERSITY OF OXFORD, UK
Rationale
Research has long indicated that feedback supports attainment (Hattie and Timperley, 2007). This has led to assessment by regular or deep marking becoming a significant source of burdensome workload, which significantly correlates with poor teacher wellbeing (Brady, 2020; Jerrim and Sims, 2020). Teaching at an independent senior school, I argued that these practices placed too strong an emphasis on teacher-led assessment and ignored learners’ roles in developing substantive knowledge and self-regulated learning (SRL) through their engagement in assessment and feedback. In the context of a department policy of fortnightly individual written feedback for all pupils, I developed and investigated a new and more efficient approach to feedback that emphasised learners’ agency and engagement.
Study design
After gaining ethical approval and permission from the headteacher, 15 classes of Year 9 and 10 learners o
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