Marking and Feedback
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Minecraft and Game Based Learning (Shelly Terrell)

“Find resources at http://shellyterrell.com/webinars/ & http://Bit.ly/eltlinks & http://www.pearltrees.com/shellyterrell/minecraft-edu/id12593241”
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Communication - Peer Feedback in PE

Here are some examples how we teach kids how to communicate and give each other feedback in PE class. Song: Shadows Artist: Lindsey Sterling https://itunes.a...
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Using Critique to develop an ethic of excellence | Where's your head at?

Using Critique to develop an ethic of excellence | Where's your head at? | Marking and Feedback | Scoop.it
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My butterfly: the sentence escalator

My butterfly: the sentence escalator | Marking and Feedback | Scoop.it
This week’s post is my response to two excellent blog posts I read last week: Alex Quigley’s – here – and Tom Sherrington’s – here. Both posts discussed Ron Berger’s ‘ethic of excellence‘, pointing...
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Getting feedback right Part 1 - Why do we give it? - David Didau: The Learning Spy

Getting feedback right Part 1 - Why do we give it? - David Didau: The Learning Spy | Marking and Feedback | Scoop.it
It’s become a truism that feedback is the most important activity that teachers engage in. Feedback, we are repeatedly told, is tremendously powerful and therefore teachers must do more of it. Certainly Hattie, the Sutton Trust and the EEF bandy about impressive effect sizes, but the evidence of flipping through a pupil’s exercise book suggests that
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Always Formative: Does everyone get it now?

Always Formative: Does everyone get it now? | Marking and Feedback | Scoop.it

Hinge 

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Hinge Questions, AfL, assessment for learning

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Marking: Boulder or Butterfly?

Marking: Boulder or Butterfly? | Marking and Feedback | Scoop.it
Open book, read, tick, turn page, read, write comment, tick, tick, read, correct capital letters, tick, tick, correct spelling mistake, turn page, write comment, stamp, close book, next. And repe...
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What if Feedback wasn't all it was cracked up to be.

What if Feedback wasn't all it was cracked up to be. | Marking and Feedback | Scoop.it
So, what if Feedback isn't all it's cracked up to be? No, that's wrong. Instinctively as well as experientially we know the value of feedback. But it must be more subtle than it seems to come acros...
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Formative Assessment: Bridging the Research - Practice Divide | Canadian Education Association (CEA)

Formative Assessment: Bridging the Research - Practice Divide | Canadian Education Association (CEA) | Marking and Feedback | Scoop.it
“Teach, mark, move on: that’s the old paradigm. Today’s classrooms have changed. It is important to show the students where they are, how to improve, and where to go from here… It’s no longer about “this is your mark and that’s the end of the story”.
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Anglican Schools Partnership Effective Feedback | EEF Projects | The Education Endowment Foundation

Anglican Schools Partnership Effective Feedback | EEF Projects | The Education Endowment Foundation | Marking and Feedback | Scoop.it
An action research approach to improving teachers' feedback.
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Adventures with gallery critique

Adventures with gallery critique | Marking and Feedback | Scoop.it
In last weekend’s post, I argued that there might be more efficient and meaningful ways of providing feedback than standard book-marking. As such, I have been experimenting with ‘gallery critique’,...
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2014 Winter Learning Walk-what our students told us

2014 Winter Learning Walk-what our students told us | Marking and Feedback | Scoop.it
Over a period of 10 days, I was able to interview students from every teacher, every year group and of all abilities to ask them a few questions about their learning. I’ve explained the process in ...
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Always Formative: Does everyone get it now?

Always Formative: Does everyone get it now? | Marking and Feedback | Scoop.it
Dom Hughes's insight:

hinge questions, assessment for learning, AfL

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http://www.edudemic.com/feedback-infographic/

“Nice Visual. MT @WeAreTeachers: 7 Things To Remember About Classroom Feedback http://t.co/cGJoI4IPU1 via @Edudemic. #ntchtat”
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