Getting feedback right Part 2: How do we provide clarity?
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 pupils' aspiration I had planned to discuss how we might go about giving each of these kinds of feedback in one post, but on reflection it seems sensible to divide the how of giving feedback into 3 separate posts which will discuss each process in detail. So, first off is providing clarity. It ought to go without saying that if pupils aren't clear about how to improve, they're unlikely to get [...]