Hidden feedback

Ahead of the next mini-teachmeet on Assessment, Marking & Feedback, here is a refreshing post from Michael Tidd…

Ramblings of a Teacher

Feedback is a Good Thing. We are told this, and in lots of ways I’m certain it’s true. The research shows it, and the EEF Toolkit says it’s the one of the most cost-effective forms of ‘intervention’. It ought to be at the crux of what we’re trying to do. The comparison to the tennis coach is made often: that need to try something and have instant formative advice about what to do to improve.

Except… we do that all the time already, don’t we?

The problem is – as is so often the way – in the interpretation. It seems that for Ofsted, and probably SLTs across the country trying to satiate Ofsted, that feedback appears in a red pen1, and preferably with a response, or even better ‘a dialogue’. Imagine all those terrible schools where they’ve previously had no dialogue. Quiet.

What if things were reversed?…

View original post 388 more words

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