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Home > Reflective Teaching in Secondary Schools >  3. Teaching for learning > 13. Assessment > Reflective Activities > To identify aspects of feedback and marking practice to improve


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To identify aspects of feedback and marking practice to improve

Aim

To identify aspects of feedback and marking practice to improve.

Evidence and reflection

Chose one of the five points on pp. 400-402 of Reflective Teaching in Secondary Schools (or work through all five in turn); consider your current practice in relation to the guidance given.  What is working well, and what evidence supports your claim? What could be improved, and how? Try to improve at least one aspect of your practice.

Extension

Talk with a colleague to get another perspective on feedback and marking practices. Consider the contributions of the examples discussed to making learning explicit, promoting learning autonomy, and focusing on learning (not performance).


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