Friday, 15 December 2017

Why You Might Be Getting Feedback Wrong! (Part 2)


At the launch of Bradford Research School I held a workshop entitled Why You Might Be Getting Feedback Wrong! The workshop is now available in blog form over on the Bradford Research School blog. It comes in two parts:

Part 1 addresses 5 myths:

  • Myth 1: marking is evidence-based
  • Myth 2: feedback = marking
  • Myth 3: marking is time consuming
  • Myth 4: Ofsted require a particular kind of marking
  • Myth 5: children need to know what level/grade their work is

Part 1: https://bradford.researchschool.org.uk/2017/12/08/why-you-might-be-getting-feedback-wrong-part-1/

Part 2 addresses 4 more myths:

  • Myth 6: marking needs to be done in great detail
  • Myth 7: marking will have an impact on progress
  • Myth 8: all errors are equal
  • Myth 9: triple/dialogic marking is best

Part 2: https://bradford.researchschool.org.uk/2017/12/15/why-you-might-be-getting-feedback-wrong-part-2/

I have also uploaded the PowerPoint I used in the workshop for anyone to use in their own training or discussions with SLT: https://www.tes.com/teaching-resource/why-you-might-be-getting-feedback-wrong-powerpoint-for-staff-training-11795794

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