Module 2: Written feedback - PGCE

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.
Show slide 4.2.2.
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