Feedback and assessment in an Early Years classroom

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When it comes to providing high quality feedback, we need to ensure that we are teaching responsively - actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998).  As you watch this video of classroom practice, consider how the teacher: Repeats instructions and clarifies learning goals when giving feedback Monitors pupils to elicit evidence or learning Gives praise where pupils are successful and specific feedback to support success     Whether you’re establishing ways of working for the first time or reviewing your feedback approaches, take some time to reflect on what the teacher has done, how they've done it, what they might have done differently, and how this might influence your own practice.   References Black P and Wiliam D (1998) Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan 92(1) p.81-90. Available at: https://journ

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Video

Feedback in a primary classroom

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning

Video

Feedback in secondary science

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning