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Marking and feedback are not the same

Sep 19, 2015 | Category: workload

Feedback is, we're told, the most powerfully important invention in which a teacher can engage, but marking students' books can be mind-numbingly tedious drudgery. Because of this tension, many school...

#marking #feedback #EEF

It's the bell curve, stupid!

Jun 10, 2015 | Category: research

Like an ultimate fact without any cause, the individual outcome of a measurement is, however, in general not comprehended by laws. This must necessarily be the case. Wolfgang Pauli A month or so bac...

#learning styles #feedback #Steve Higgins #CEM #EEF Toolkit #normal distribution curves

20 psychological principles for teachers #6 Feedback

May 30, 2015 | Category: psychology

In this, the sixth in a series of posts examining the Top 20 Principles From Psychology for Teaching And Learning, I cast a critical eye over Principle 6: “Clear, explanatory, and timely feedback to s...

#feedback

The problem with SatNavs, or how feedback can impede learning

Jul 06, 2014 | Category: learning

I'm not an especially good driver, but I'm a truly terrible navigator. This used to mean that I would get lost. A lot. When I first moved to Bristol in 2001 I bought an A-Z of the city and when drivin...

#John Hattie #feedback #Robert Bjork #SatNav

Getting feedback right

Apr 10, 2014 | Category: Featured

For the sake of convenience I've collated and condensed my recent series of posts on getting feedback right, and they are now available as a single download. It's not intended to be a complete or exha...

#feedback

Getting feedback right Part 4: How can we increase pupils’ aspiration?

Apr 02, 2014 | Category: assessment

You may remember that over the past few weeks I've been trying to refine my thinking about how we can improve the way we give feedback. If you haven't already read the previous instalments, you might...

#John Hattie #feedback #Education Endowment Foundation #aspirations

Getting feedback right Part 3: How can we increase pupils' effort?

Mar 19, 2014 | Category: assessment

I started to explore how we might make feedback more meaningful a few weeks back but then got sidetracked. If you haven't already looked at them, it might be worth spending a few moments on Part 1 (wh...

#Carol Dweck #Dylan Wiliam #Effort #feedback

Getting feedback right Part 2: How do we provide clarity?

Mar 05, 2014 | Category: assessment

As discussed in yesterday's post, I am currently working on the assumption that there are only 3 meaningful purposes of feedback: To provide clarity To increase pupils' effort To increase pupil...

#feedback #clarification

Getting feedback right Part 1 - Why do we give it?

Mar 04, 2014 | Category: assessment

It's become a truism that feedback is the most important activity that teachers engage in. Feedback, we are repeatedly told, is tremendously powerful and therefore teachers must do more of it. Certain...

#Dylan Wiliam #John Hattie #feedback

Force fed feedback: is less more?

Jan 26, 2014 | Category: Featured

It is commonly and widely accepted that feedback is the best, brightest and shiniest thing we can be doing as teachers, and the more of it the better. Ever since Prof Hattie published Visible Learning...

#Dylan Wiliam #John Hattie #feedback #Robert Bjork #Andy Day