|Provider Rating||(from 1 review)|
|Description||Marking, Feedback and Assessment: Improving pupil progress through effective feedback is a CPD resource pack to help implement a meaningful, consistent, effective approach to marking and feedback across the school.|
|Categories||Primary, Secondary, KS1, KS2, KS3, KS4, Teaching staff, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Assessment, Personalised Learning, After-school meetings, Book, DVD / CD ROM, School closure day, Provides approaches for specific, accurate and clear feedback , Provides approaches for comparing what a learner is doing right now and wrong before , Provides approaches for a balance between support and challenge, Supports effective professional development for teachers, Ofsted|
|Learning outcomes for participants/users and, where relevant, pupils or students|
|Evidence underpinning this approach||
In writing this course, author John Blanchard has drawn on his experience in working with schools on marking and feedback, as well as using expert research.
He has used:
1. Documentary evidence and testimony from both primary- and secondary-age schools, especially collected and commissioned for this training resource. Included are: descriptions of classroom activities and reflections; verbatim quotations; records of meetings; policy extracts; recommendations made by practitioners.
2. Research, including:
Butler R, 1988, Enhancing and Undermining Intrinsic Motivation, British Journal of Educational Psychology, 58: 1–14
Dweck CS, 2007, ‘The Perils and Promises of Praise’ Educational leadership, 65, no 2, 34–39
Handley K, Price, M, and Millar, J, 2011, ‘Beyond ‘doing time’: investigating the concept of student engagement with feedback’ Oxford Review of Education, 37, 4: 543–560
Hattie, J and Timperley, H, 2007,
‘The Power of Feedback’ REVIEW OF EDUCATIONAL RESEARCH, 77: 81,
published on behalf of the American Educational Research Association
The Sutton Trust, 2011, Toolkit of Strategies to Improve Learning, Durham: Centre for Evaluation and
Monitoring and Durham University – www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/
Wiliam, D, 2011, ‘Formative Assessment: Getting the Focus Right’
Educational Assessment, 11 (3 & 4), 283–289
John Blanchard, who has written this resource, provides independent consultancy, research, evaluation, coaching and mentoring for schools, local authorities and higher education institutions. He contributes to school-centred initial teacher training, accredited continuing professional development and master’s courses and is an Open University Level 2 course tutor. Previously, John taught secondary English and modern foreign languages in Germany, London, Yorkshire, and Cambridgeshire. He became an advisory teacher, then an adviser, latterly responsible for assessment across all phases.
|How users/participants can evaluate success||
At the end of each training session, the training leader will find a list of suggested ways of evaluating the impact of the training on a sustained, ongoing basis. An evaluation form is also included in the pack.
At certain points in the training process, participants are encouraged to make statements about their values, intentions and actions. Later it is suggested they refer to those statements as a way of gauging progress and planning further efforts.
|Follow-up activities and support||
Each training session contains a list of 'what next?' activities. These could be things for the training leader to do to ensure the learning continues between sessions, or things for the participants to do. For example, participants are asked to trial strategies discussed in the sessions in their own classroom and share findings with colleagues. One of the sessions has a particular focus on action research and participants are asked to plan their own action research projects. Participants are encouraged to partner with colleagues in trialling strategies and observing impact on pupils.
Each session also includes 'what's changed?' suggestions for the training leader to use in gauging the impact of the training. These include informal discussions after sessions, talking to pupils, asking to visit lessons where strategies are being trialled, surveying pupils' work and reviewing pupil progress.
Key benefits - the course will enable you to:
The pack contains five training sessions. Sessions 1 and 5 are for senior and middle leaders; sessions 2, 3 and 4 are for teaching staff. Each training session lasts 90 minutes.
Training session 1 - What do you do well? What can you improve? How can you develop?
Training session 2 - Giving and using feedback
Training session 3 - Peer and self assessment
Training session 4 - Developing your practice
Training session 5 - How are you doing - how do you know?