Formative marking and students responding to feedback has been a focus recently. It’s important that we do not allow these strategies to become uniform or mechanical. An interesting blog article by David Didau explains some of the pitfalls of ‘force fed feedback’:
Search this site
-
Join 634 other subscribers
Search by category
Search by tag
- APA
- Assessment for learning
- Bad education
- Behaviour for learning
- BLP
- Closing the gap
- Coaching
- Coe
- Creativity
- Differentiation and challenge
- Dunlosky
- Dweck
- education research
- EEF
- Engagement and motivation
- Evidence
- Geary
- Goldacre
- Growth mindset
- Guided instruction
- Hattie
- Haydn
- Ideas
- Intelligence
- Kirschner
- Learning
- Lesson study
- Marking
- Marzano
- Maths
- Meta-analysis
- Metacognition
- Misconceptions
- Murphy Paul
- Observation
- Ofsted
- Petty
- Planning
- Praise
- Psychology
- researchED
- Resources
- Revision
- Science
- Simon
- Student voice
- Sutton Trust
- TED
- Willingham
- Working memory
-
Recent Posts
- Putting evidence to work
- No, don’t forget everything we know about memory
- Eliminating unnecessary workload
- Lesson observations: Would picking a top set get you a better grading?
- Attachment Theory: Why teachers shouldn’t get too excited about it.
- Germane load: The right kind of mental effort?
- Goodbye Mr Chips: can research tell teachers how to teach?
- Psychology of behaviour management (part 3)
- The psychology of behaviour management (part 2)
- The psychology of behaviour management (part 1)
- The ‘artificial science’ of teaching: System vs Individual competence
- The ‘artificiality’ of teaching
Evidence into Practice 