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TBF High Quality Feedback: Union Guidelines

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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