Effective feedback in a secondary English classroom

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This case study is written by Amy Forrester, a secondary school teacher and a Director of Pastoral Care. As you read this case study, reflect on how the teacher uses various marking approaches to ease their workload. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your own practice.   Early in my career, I made a lot of mistakes with marking. I would spend hours laboriously filling students’ books with individualised comments. Everything would be triple marked. I would, without fail, be left deflated when I returned the books to students. Why hadn’t it made them do better? Still, at least I had worked hard for them – it would make a difference. The sad truth was that I was suffering from the sunken cost fallacy, a mistaken belief that if I wrote enough, and spent enough time on it, students would do better as a result. We know that marking does have a significant role to play in enhancing studen

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This Post Has 3 Comments

  1. A
    Angela Murphy

    I enjoyed reading this article – thank you. I have observed some really good practice involving use of the visualiser and would like to see more of our trainee teachers having access to these – particularly when used to support live modelling to address misconceptions/strengthen understanding. We will devote more time to developing understanding and use of this tool next year.

  2. L
    Lydia Marsh

    This was a really useful article with different approaches which I will definitely try

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