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
“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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