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      TBF High Quality Feedback: Union Guidelines

      ...

      Begin this part of the course by watching Kelly Cursley as she summaries the DfE and union guidance on feedback and how it supports in creating a feedback policy that considers workload and wellbeing.

      https://neu.org.uk/advice/feedback-and-marking

      This is an example of a model policy by the union for feedback and marking as well as a check list to evaluate your own marking policy – makes reference to the DFE review document below and their findings

      https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
      attachment_data/file/511256/Eliminating-unnecessary-workload-around-
      marking.pdf  (2016)

      This is the report that fed into the pilot group:

      https://www.gov.uk/government/case-studies/reviewing-feedback-and-marking-in-schools

      A group of 15 schools reviewed their marking policy in line with the government recommendations, with a  focus  to ensure they followed the three aims:

      • Meaningful
      • Motivating
      • Manageable
      •  

      As a result they introduced marking codes, verbal feedback in the lesson without writing it on the work, peer marking and highlighting learning objectives. 

      A key focus throughout was the impact on pupils rather than a reduction of work which kept parents and governors positively focussed on the pilot too. Positive outcomes were found as a result for the children and for workload.

      https://www.ascl.org.uk/ASCL/media/ASCL/guidance_paper_marking_and_
      feedback_sept_2018-(2).pdf

      This provides a guide to support schools in creating an effective policy.  Recommendations include involving school teachers in evaluating what is effective marking and makes the following recommendations:

      Marking is effective when it has a clear purpose to: • correct misconceptions • provide further clarification • increase effort • increase aspiration • build pupil confidence. 

      Ineffective written feedback may include: • marking that doesn’t involve pupils in responding to feedback • marking that doesn’t inform planning • marking that uses inaccessible language for pupils • extensive written comments which could be summarised more concisely