Feedback & Marking
In 2016, The Education Endowment Fund (EEF) reported that there is ‘remarkably little high quality, relevant research evidence to suggest that detailed or extensive marking has any significant impact on pupils’ learning.’ Therefore, at Pimperne Primary School we have refocused our feedback on a ‘no book marking’ policy which focuses instead on giving feedback directly to pupils during the lesson, enabling them to respond quickly.
Feedback needs to be meaningful, manageable and motivating and its main purpose it to advance pupil progress and outcomes. Oral feedback, working with pupils in class and reading their work all help teachers understand what pupils can do and understand. Our feedback process is integrated into teaching and learning and is immediate and impactful. Feedback is given while pupils are working so they are able to respond to it straight away and teachers identify next steps to address in the following lessons.
Feedback is for the benefit of the child, not the marker, and better feedback during lessons helps empower pupils to take ownership of their learning. As Dylan Wiliam (a British educationalist professor) said, ‘…too many teachers focus on the purpose of feedback as changing or improving the work, whereas the major purpose of feedback should be to improve the student.’