Michael Chiles, Geography Trust Lead, Great Schools Trust, UK
Every academic year, pupils receive feedback verbally and in written form, based on evidence inte...
ANTONIO GRIFFITHS-MURRU, KINGSLEY SPECIAL ACADEMY, UK
CHRISTINE PARKER, PEN GREEN TEACHING SCHOOL ALLIANCE, UK
This is a reflection part-way through our resea...
Tracey Feil, Teacher-researcher, Birmingham City University (Denbigh Teaching School), UK
Hattie and Clarke promote the role of feedback in ‘reinforcing succes...
Simon Baron,Teacher of Languages, Parkside Community College (Cambridge), UK
In the English secondary school context, the focus on the measurement of education...
VERITY DOWNING, INDEPENDENT ACADEMIC, UK
The purpose of the ‘characteristics of effective teaching and learning’ (CETL) section of Early Years Foundation Stage...
Megan Price, Assessment Lead, Broad Square Primary School, UK
As at any point in time, teaching and learning are community activities, so now more than ever it...
Nick Pointer, Programmes Tutor, Ambition Institute, UK
The hegemony of assessment
For many years, schools have given a central role to summative-style assessm...
Steve Puttick, University of Oxford, Department of Education, UK
Written lesson observation feedback is a significant and shared aspect of school/university co...
Emma Hayward, Director of Music, Heathfield Knoll School, UK
In order for our students to make progress within the classroom, music teachers are particularly a...
Martin Leigh, Director of Music, King Edward's School, Birmingham
Dylan Wiliam thinks that ‘there’s a lot we can learn from music teachers’. He describes how i...
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK
Assessment is the planned or unplanned process involving the review of learning and the utilisatio...
Emily Walker, Gallions Primary School, UK
Feedback is a vital part of classroom practice but how does formative assessment translate to the online classroom?
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