Module 2: Written feedback - PGCE

Unit 

4 

Module 2: Written feedback 

Objectives 

• To recognise the types of written feedback that best help pupils to improve 

• To focus written feedback on the learning objectives and planned learning 

outcomes of lessons so that pupils can see the immediate relevance of 

comments 

• To develop a strategy to provide written feedback that will better help 

pupils to improve 

• To contribute to developing a whole-school policy linking and clarifying the 

relationship between oral and written feedback 

Resources 

Slides 4.2.1–4.2.8 

Handouts 4.2.1–4.2.5 

Session outline 

4.1 Introduction 10 minutes 

4.2 Developing written feedback 35 minutes 

4.3 Using written feedback 25 minutes 

4.4 Ready for more? 5 minutes 

Total 

75 minutes 

Pre-course task 

Participants need to select two pieces of pupils’ work from Years 7, 8 or 9 that 

they have recently marked. 

Each piece of work should have with it the learning objectives and the planned 

learning outcomes for the lesson. 

1 Unit 4, Module 2: Written feedback © Crown copyright 2004

4.1 Introduction 10 minutes 

Show slide 4.2.1. 

Slide 4.2.1 

You will find it helpful to remind participants of the introductory point made in 

module 1 of this unit, namely that modules 1 and 2 of this unit, ‘Oral feedback’ 

and ‘Written feedback’, are closely interrelated. Both focus on improving the 

quality of regular constructive and informative feedback in order to help pupils 

take the next steps in their learning and make progress towards their targets. 

Module 2, ‘Written feedback’, focuses on providing high-quality, detailed and 

informative marking on a selective basis rather than cursory surface marking for 

all pupils on every piece of work. This will involve a significant change in marking 

policy for many departments and schools. This approach to providing written 

feedback cannot work unless oral feedback is detailed, personalised and 

routinely provides the information pupils need to make progress. 

The relationship between oral and written feedback needs to be agreed and 

embodied in the whole-school policy and must be explicitly shared with pupils 

and parents so that what pupils can expect to receive is clear. Schools must 

continue to ensure that approaches to providing feedback and its quality remain 

consistent across departments. 

Tell participants that research provides strong evidence to show how effective 

written feedback can promote learning. 


Slide 4.2.2 

Say that these are the guiding principles for written feedback and will need to be 

borne in mind when formulating whole-school policy. Issues such as the 

appropriate amount and regularity of detailed feedback and the form and place 

of grades, marks and levels will also need to be agreed and applied consistently 

across the school. 

2 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004


Slide 4.2.3 

Explain the following. 

• Effective feedback depends on pupils being clear about what is expected of 

them and what they can expect from the teacher. Pupils should expect the 

feedback they receive to explain what they have done well with reasons, and 

where and how they can improve. Where this is the case they are more likely 

to engage with its content. 

• The learning objectives and learning outcomes should be used as the 

benchmark for the teacher’s oral and written feedback. They should be 

shared and made clear to pupils in advance of attempting the task. For 

example, if the learning outcome for the pupil is to be able to write a letter to 

a headteacher persuading him to agree to a school council, it is not 

appropriate for the feedback to concentrate simply on spelling and 

grammar – it should focus more on the use of appropriate conventions for 

persuasive writing in a formal context which will have been taught 

beforehand. 

• Pupils should be given written feedback that provides clear evaluation of 

their strengths and weaknesses, prompts further thought and reasoning, 

and identifies the next step in their learning. 

• To be able to identify the next steps in pupils’ learning, teachers need an 

understanding of subject progression and to be able to recognise pupils’ 

misconceptions and difficulties. 


4.2 Developing written feedback 35 minutes 

Introduce this section by displaying slide 4.2.4 to show some research findings 

into feedback and pupils’ response to it. 

Slide 4.2.4 

Explain the following. 

• Changing the way teachers provide written feedback to pupils, including 

the marking of their work, to make feedback more focused and selective 

requires teachers, pupils and parents to understand the rationale and 

the process. 

• Clear guidance needs to be agreed as to the regularity of detailed 

written feedback and departments need to identify the key pieces of work 

to focus upon. 

• The use of marks, grades and levels and how these are recorded and 

shared with parents need to be agreed at whole-school level. 

Task A (20 minutes) 

Tell participants the following. 

• The task involves looking at a range of teacher comments and suggesting 

whether they consider the feedback to the pupils to be helpful. 

• The participants are provided with handout 4.2.1 which gives: 

– a number of teacher comments; 

– some criteria to help participants judge the helpfulness of the comments 

to the pupils. 

Handout 4.2.1 

Handout 4.2.1 

Handout 4.2.1 cont. 

Teacher comment Does the feedback provide information to the pupil about: 

whether they are their limitations and a way to improve a way to think through 

on the right track? encourage them to their learning? the answer for 

correct work? themselves? 

You started off well. Unfortunately you have made the 

same error in the last three questions. Can you see 

what this is? You may find it helpful to go back to the 

grid method. 

Your poem about copper sulphate was interesting. We 

need to discuss how you think copper crystals are 

made. 

Attainment 3 Effort 2 

You have made good progress in your handwriting. 

Your spelling still needs work. 

I think we need to talk about this work in more detail. 

Yet again you have not completed the work. 

Well done Simon. This is a very impressive article 

about the pros and cons of nuclear power. It was well 

presented as a newspaper article and I liked your 

quotes from different members of the public. 

The concerns you started to raise about nuclear waste 

perhaps need some further discussion. We can talk 

about this next lesson. 





Well done – 1 merit 

A good ‘best fit graph’. The conclusion clearly explains 

the relationship between the force and the extension 

of the spring. 

There are a lot of inaccuracies in this work. Please 

check it through again. 

This work shows you have clear understanding of 

finding the areas and perimeters. What strategies did 

you use to calculate the answers? What were 

the important steps for you? 

You’ve plotted some interesting shapes. Well done! 

You have included more adjectives, which help bring 

the character alive on the page, but your sentence 

structure is not as varied as John’s. Experiment more 

by using complex sentences. 

Cracking piece of work. I like the diagrams and the 

interesting way you presented the impact of man on 

the environment. Keep it up! 

• The criteria have been adapted for the task from the research findings 

highlighted at the start of the module. 


Ask participants to work in pairs. Allocate the examples between them 

according to numbers. Explain that they have 10 minutes for the task. It is not 

necessary to consider all the teacher comments in this time, but ensure variety. 

After 10 minutes take some feedback and use the key points on slide 4.2.5 

to summarise. 


Slide 4.2.5 

Handout 4.2.2 

Ask participants to read handout 4.2.2 and briefly discuss with a partner and 

traffic-light those statements in terms of how they reflect their own practice (e.g. 

red – rarely, amber – often, green – typically). 

Make the following points. 

• It is important that feedback to pupils is related to their performance against 

the learning objective, not to the work of other pupils. If their performance is 

compared with that of other pupils it can lead to low self-esteem. 

• Pupils need to be shown they are on the right track. Comments like Your 

explanation about … is … are helpful. 

• Where pupils need to correct or develop their work it is important that the 

teacher provides the time for follow-up discussions and pupil action. A 

significant proportion of teacher comments in books say: 

– Complete this … 

– Re-draw the diagram! 

– Add in your ideas about … 

Rarely do pupils respond to these comments nor do the teachers check. 

Pupils can only respond to comments if they are given time to do so when 

the feedback the pupil has received is fresh in the mind. 

• Teachers should resist the temptation of giving the pupils the correct 

answers where there is a process that pupils can apply. In mathematics for 

example, it is easier to provide the answer to calculations rather than take 

pupils through the process of thinking the problem through. 

Continue by explaining the following. 

• Pupils often report that comments like try harder or be more logical are 

demoralising and do not match their own perception of the work. Such 

comments are often subjective. Focus on the specific learning objectives 

and outcomes. 

• Comments such as good work and well done or lots of ticks and merits may 

signify approval and can motivate pupils, but are not enough, as they do not 


help the pupils bridge the gap between present performance and 

future targets. 

• Research shows that pupils and parents are frequently confused by effort 

and attainment grades. Grades encourage pupils to look for ways to get the 

best marks rather than find what they need to do to improve their learning. 

Effort grades are subjective and can engender feelings of injustice. 

• Pupils’ perception of what marks such as A+, C–, 5/10 mean is often 

different from what the teacher intended. This is because the mark scheme 

or criteria have not been sufficiently shared with the pupils. 

• Research on marking reported in Inside the black box: raising standards 

through classroom assessment (Black and Wiliam, 1998) indicates that 

giving marks to pupils can act as a disincentive. For example, pupils who 

receive 2/10 can be disillusioned and the mark can serve to reinforce their 

poor performance. Those pupils given 9/10 receive satisfaction but no 

incentive to keep improving. 

Task B (15 minutes) 

Ask participants to skim-read handout 4.2.3, Fiona’s work, in pairs. Tell them 

to note the structure – it includes: 

• the lesson objective; 

• differentiated pupil outcomes; 

• the work of one pupil (Fiona); 

• the teacher’s response. 

Handout 4.2.3 

Task B 

Handout 4.2.3 

Fiona’s work 


The following example of work is from Fiona’s logbook. All pupils complete this type of logbook 

at the end of the week in Key Stage 3. Logbooks provide valuable information about what the 

pupils have learned. Some work is marked in detail as indicated below because these items 

have been identified as milestones in all pupils’ learning. The objectives are shared with pupils 

and the teacher uses the expected pupils’ outcomes to interact with pupils while they complete 

their logbooks. This can now be related to the yearly teaching objectives for Year 7. 

The lesson objectives are: 

To be able to use a simple particle model to explain: 

• why diffusion only occurs in liquids and gases; 

• what happens when air is heated in a can with a lid. 

(These are shared with pupils.) 

The expected pupils’ outcome is a way of showing how pupils of different ability may 

demonstrate their achievement. 

A Uses the correct terminology to describe the sequence of the process when: 

• two different gases diffuse; 

• air expands and pushes and releases the lid of the can. 

This is broadly related to level 4. 

B Explains using a simple particle model or using drawings: 

• how the particles in a gas are constantly moving, bumping into each other and the walls of 

the container. When two gases are brought together such as bromine and air, the particles’ 

continual movement allows them to gradually mix together. By the end, the particles of air 

and bromine have completely mixed. This process occurs independently of the density of 

each gas. Start to relate the process of diffusion to liquids. 

• how air expands when it is heated. The particles move faster and faster as the temperature 

increases. Finally, the number of collisions on the lid is too great and it is released. 

This shows aspects of the yearly teaching objectives for Year 7 and is broadly related to level 5. 

C Is confident in explaining all the outcomes broadly related to level 5. In addition can explain or 

use drawings to show: 

• why the structure of the solid prohibits the process of diffusion occurring; 

• how the increase in energy of the air particles is linked to the increase in the number of 

collisions between particles and the walls of the can. This increases the force on the walls of 

the can and its lid. Finally, the force is strong enough to release the lid. 


Say that it is important to highlight that not all of the pupils’ work is marked to 

this level of detail. The science department identifies key objectives in their 

scheme of work that represent milestones in pupils’ learning. These 

milestones are assessed and marked in detail shown in Fiona’s work on 

diffusion. Other ongoing work is acknowledged in different ways, clarified in the 

school’s assessment and feedback policy. 

After 5 minutes, ask for comments about the science teacher’s feedback. 

Show slide 4.2.6 to conclude, elaborating with the following points 

as necessary. 


Slide 4.2.6 

Make the following points. 

• The teacher’s comments are directly linked to the lesson objectives and the 

learning outcomes. Fiona is working broadly at level 5 and the teacher’s 

comments are encouraging her to develop the ideas associated with level 6. 

• The teacher provides positive feedback about how Fiona has exemplified 

her learning. (Give example from the handout 4.2.3.) 

• Through the use of questions, the teacher is encouraging Fiona to develop a 

greater depth of understanding. The teacher is therefore challenging Fiona 

to think rather than provide the correct answer. 

• The comments are written in an encouraging manner with an opportunity for 

discussion with the teacher. There is an opportunity in the logbooks for 

pupils to raise questions. This can be used as a starting point for discussion 

about developing ways of learning. 

• Work not responded to in detailed written feedback is responded to in a 

variety of other ways, e.g. through peer and self assessment, lighter touch 

marking and oral feedback to groups or individuals. 

• From Fiona’s marked work it is easy to check whether she has met the 

objectives. Planning the expected outcomes for pupils of differing abilities 

helps the teacher to challenge them during the lesson. It also saves time in 

setting the next steps in the pupils’ learning. In this case the teacher prefers 

to use questions to which Fiona is expected to respond. 

• Giving written feedback in this way is time-consuming and demanding for 

the teacher. In practice, selective but detailed marking of books makes 

effective use of teacher’s time. 

• Pupils need to be prepared to respond to the teacher’s marking. This is 

often easiest through comments phrased as questions. 

• The frequency of such detailed feedback needs to be explained in the 

whole-school policy which should clarify the different types of feedback and 

their expected use. 


4.3 Using written feedback 25 minutes 

Task C 

Participants have been asked to provide two pieces of work that they have 

marked recently. Each piece of work needs to have with it the learning 

objectives and learning outcomes for the lesson. 


Slide 4.2.7 

Handout 4.2.4 

Ask each participant to select and re-mark one piece of work, reflecting on 

what they have learned from this module of training and considering the 

questions on slide 4.2.7. 

After 5 minutes, ask participants to work in pairs and discuss their re-marked 

pupils’ work. Slide 4.2.7 can also be given out as handout 4.2.4, which can act 

as a self-evaluation checklist for future use. 

Show slide 4.2.1 again to quickly review the module objectives. 

Slide 4.2.1 

4.4 Ready for more? 5 minutes 

Explain that the ‘Ready for more?’ section provides a number of possible 

activities that encourage teachers to trial the principles outlined in the training 

unit in their teaching. 

Show slides 4.2.8 and 4.2.9 (also handout 4.2.5) and explain that these 

provide a number of strategies that teachers may wish to trial. 


Slide 4.2.8 

Slide 4.2.9 

Handout 4.2.5 

To encourage a consistent approach in subject areas direct participants to the 

Subject Development Tasks. Say that these build on the generic principles in 

this training unit and are aimed at embedding this practice in a subject-specific 

context. Some of the development tasks will be long-term and need to be 

incorporated in the department’s improvement plan. 

Emphasise that these are best coordinated by the subject leader to ensure that 

there is an agreed focus in the department for the area of development. 

The subject development tasks are aimed at addressing, improving and 

embedding AfL within subject practice. 

The tasks are designed according to the following process: 

Identify 

Plan 

Do 

Review 

Refine and improve practice 

The presenter should refer to pages 13 and 14 of the Guidance for Senior 

Leaders for details relating to how developments in subjects may be 

approached. 


PowerPoint slides 

Unit 4.2 – Written feedback 


PowerPoint slides 



Slide 4.2.1 

Objectives 

• To recognise the types of written feedback that 

best help pupils to improve 

• To focus written feedback on the learning 

objectives and planned learning outcomes of 

lessons so that pupils can see the immediate 

relevance of comments 

• To develop a strategy to provide written feedback 

that will better help pupils to improve 

• To contribute to developing a whole-school 

policy linking and clarifying the relationship 

between oral and written feedback 


Slide 4.2.2 

Quality feedback 

• Feedback to any pupil should be about the 

particular qualities of his or her work, with advice on 

what he or she can do to improve, and should avoid 

comparisons with other pupils. 

• Feedback has been shown to improve learning 

where it gives each pupil specific guidance on 

strengths and weaknesses, preferably without any 

overall marks. 

Inside the black box Black and Wiliam (1998) 


Slide 4.2.3 

Written feedback 

Factors to consider: 

• pupil expectation 

• teacher expectation 

• shared learning objectives 

• shared learning outcomes 

• ideas of progression 

• recognition of pupil misconceptions and challenges 


Slide 4.2.4 

Developing quality written feedback 

In order to improve the quality of feedback there must 

be explicit expectations about it. Teachers need to 

explain to pupils that, in line with school policy: 

• they will receive detailed written feedback on their 

work periodically and selectively 

• such feedback will be focused on key priorities 

(the learning objectives) 

• such feedback will identify what they need to do 

to improve 

• seeking help is an essential part of their 

learning and leads to useful discussion about 

ways of learning 

• feedback will require interactivity/action by the pupil 

Formative assessment: 

implications for classroom practice 

McCallum, B (2000) 


Slide 4.2.5 

Some characteristics of constructive 

written feedback include: 

• focusing on the learning objectives selectively 

• confirming that pupils are on the right track 

• stimulating the correction of errors or improvement 

of a piece of work 

• scaffolding or supporting pupils’ next steps 

• providing opportunities for pupils to think things 

through for themselves 

• commenting on progress over a number of attempts 

• avoiding comparisons with other pupils 

• providing pupils with the opportunities to respond 


Slide 4.2.6 

Teacher’s comments 

• Relate to the lesson objective 

• Relate to differentiated learning outcomes 

linked to progression 

• Give specific advice for moving forward 

• Give positive feedback 

• Challenge the pupil to think for herself 

• Provide a framework to discuss work with 

the teacher 

• Expect a response 


Slide 4.2.7 

Analysing teacher comments 

• Do the comments reflect the subject? 

• Is the pupil’s positive self-esteem promoted? 

• Does the marking reflect the lesson objectives 

and learning outcomes? 

• Does the selected piece represent a milestone in 

the pupil’s learning route? 

• Are the pupil’s next steps easy to see? 

• Are there further challenges set? 

• How does this compare with the original marking? 

• How might pupils benefit from this approach? 


Slide 4.2.8 

• In a department meeting, look at a sample of pupils’ 

work from a year group alongside the relevant part 

of the scheme of work: 

– How well does the observed work relate to the 

planned learning objectives? 

– How effectively is the written feedback focused 

on the learning objectives? 

• Sample pupils’ work in a year group or class to 

establish whether there is evidence that objectivebased 

written comments are being acted on, and 

that there are opportunities given for pupils to 

address the comments. 


Slide 4.2.9 

• Over the month, plan time in lessons for pupils to 

respond and act upon their written comments. 

• As a department, or in pairs, look at the pupils’ work 

and evaluate the impact of focusing on objectives. 

• In your department, agree key pieces of work 

for the next term that represent milestones in 

pupils’ learning. 

• Establish the marking criteria and share them 

with pupils with explicit reference to standards in 

the subject. 

• Focus your feedback on these criteria and guide 

pupils on how they could improve. 


Handout 4.2.1 





You started off well. Unfortunately you have made the 

same error in the last three questions. Can you see 

what this is? You may find it helpful to go back to the 

grid method. 

Your poem about copper sulphate was interesting. We 

need to discuss how you think copper crystals are 

made. 

Attainment 3 Effort 2 

You have made good progress in your handwriting. 

Your spelling still needs work. 

I think we need to talk about this work in more detail. 

Yet again you have not completed the work. 

Well done Simon. This is a very impressive article 

about the pros and cons of nuclear power. It was well 

presented as a newspaper article and I liked your 

quotes from different members of the public. 

The concerns you started to raise about nuclear waste 

perhaps need some further discussion. We can talk 

about this next lesson. 







Well done – 1 merit 

A good ‘best fit graph’. The conclusion clearly explains 

the relationship between the force and the extension 

of the spring. 

There are a lot of inaccuracies in this work. Please 

check it through again. 

This work shows you have clear understanding of 

finding the areas and perimeters. What strategies did 

you use to calculate the answers? What were 

the important steps for you? 

You’ve plotted some interesting shapes. Well done! 

You have included more adjectives, which help bring 

the character alive on the page, but your sentence 

structure is not as varied as John’s. Experiment more 

by using complex sentences. 

Cracking piece of work. I like the diagrams and the 

interesting way you presented the impact of man on 

the environment. Keep it up! 







Well done. Your presentation for Year 6 pupils looks 

really good. I particularly liked the border. 

I think you have copied all this from the Internet. 

Well done. Your presentation for Year 6 pupils was 

really exciting and engaging. Do you think the time 

transition would allow those who are not quick 

at reading enough time? 

(Comment inserted in a spreadsheet comment box on 

cell F5) I think you have used the wrong columns. To 

work out the ticket prices you would need to look at 

the costs of the production and how many seats are 

available. 

I think you have made some very interesting points but 

this could be much better if you included some 

evaluative comments which describe your opinions or 

judgements. Examples? 







Wow! You have really put a lot of work into this – thank 

you. It is detailed and balanced and had me ‘on the 

edge of my seat’. Did you learn a lot from it? The only 

thing I would change is the conclusion which caught 

me by surprise because it did not seem to follow from 

what you had written in the main section of the 

account. Does the account need adjusting or the 

conclusion? 

Although this is an interesting piece of writing with an 

accurate story line and creative use of adjectives, the 

paragraphing is very weak and that makes the whole 

account much less structured than it should be. 


Handout 4.2.2 

Some characteristics of constructive 

written feedback: 

• focusing on the learning objectives selectively 

• confirming that pupils are on the right track 

• stimulating the correction of errors or improvement of a piece of work 

• scaffolding or supporting pupils’ next steps 

• providing opportunities for pupils to think things through for themselves 

• commenting on progress over a number of attempts 

• avoiding comparisons with other pupils 

• providing pupils with the opportunities to respond 


Handout 4.2.3 

Task B 

The following example of work is from Fiona’s logbook. All pupils complete this type of logbook 

at the end of the week in Key Stage 3. Logbooks provide valuable information about what the 

pupils have learned. Some work is marked in detail as indicated below because these items 

have been identified as milestones in all pupils’ learning. The objectives are shared with pupils 

and the teacher uses the expected pupils’ outcomes to interact with pupils while they complete 

their logbooks. This can now be related to the yearly teaching objectives for Year 7. 

The lesson objectives are: 

To be able to use a simple particle model to explain: 

• why diffusion only occurs in liquids and gases; 

• what happens when air is heated in a can with a lid. 

(These are shared with pupils.) 

The expected pupils’ outcome is a way of showing how pupils of different ability may 

demonstrate their achievement. 

A Uses the correct terminology to describe the sequence of the process when: 

• two different gases diffuse; 

• air expands and pushes and releases the lid of the can. 

This is broadly related to level 4. 

B Explains using a simple particle model or using drawings: 

• how the particles in a gas are constantly moving, bumping into each other and the walls of 

the container. When two gases are brought together such as bromine and air, the particles’ 

continual movement allows them to gradually mix together. By the end, the particles of air 

and bromine have completely mixed. This process occurs independently of the density of 

each gas. Start to relate the process of diffusion to liquids. 

• how air expands when it is heated. The particles move faster and faster as the temperature 

increases. Finally, the number of collisions on the lid is too great and it is released. 


C Is confident in explaining all the outcomes broadly related to level 5. In addition can explain or 

use drawings to show: 

• why the structure of the solid prohibits the process of diffusion occurring; 

• how the increase in energy of the air particles is linked to the increase in the number of 

collisions between particles and the walls of the can. This increases the force on the walls of 

the can and its lid. Finally, the force is strong enough to release the lid. 




Fiona’s work 



The teacher’s comments are transcribed below: 

Well done, Fiona – an excellent explanation about the diffusion of bromine and air. Look at your particle 

diagram for liquids – how do you think the diffusion would have been different if we had used two liquids? 

Why do you think diffusion does not happen in a solid? 

If you are unsure about either of these questions, come and see me and we can talk about it. 

Well done, Fiona – you really have a good idea about how the particles got more energy when we heated 

the can. But, why did this blow the lid off? Let’s see if you can fill in the gaps along the way … . 

What happened to the movement of the air particles as you heated the air? 

Why do faster moving particles put more force on the lid of the can? 

(There are two reasons. Can you get them both? – a credit if you can!) 

If you are unsure about these questions, come and see me and we can talk about it. 

(John F. Kennedy School, Hertfordshire) 


Handout 4.2.4 

Analysing teacher comments 

• Do the comments reflect the subject? 

• Is the pupil’s positive self-esteem promoted? 

• Does the marking reflect the lesson objectives and learning outcomes? 

• Does the selected piece represent a milestone in the pupil’s learning route? 

• Are the pupil’s next steps easy to see? 

• Are there further challenges set? 

• How does this compare with the original marking? 

• How might pupils benefit from this approach? 


Handout 4.2.5 

• In a department meeting, look at a sample of pupils’ work from a year group 

alongside the relevant part of the scheme of work: 

–How well does the observed work relate to the planned learning objectives? 

–How effectively is the written feedback focused on the learning objectives? 

• Sample pupils’ work in a year group or class to establish whether there is 

evidence that objective-based written comments are being acted on, and that 

there are opportunities given for pupils to address the comments. 

• Over the month, plan time in lessons for pupils to respond and act upon their 

written comments. 

• As a department, or in pairs, look at the pupils’ work and evaluate the impact 

of focusing on objectives. 

• In your department, agree key pieces of work for the next term that represent 

milestones in pupils’ learning. 

• Establish the marking criteria and share them with pupils with explicit 

reference to standards in the subject. 

• Focus your feedback on these criteria and guide pupils on how they 

could improve.

Module 2: Written feedback - PGCE

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