Tag Archives: feedback

Why feedback fails

Feedback is one of the few things in education that pretty much every agrees is important and worthwhile. The need for feedback is obvious: if you were expected to learn how to reverse

Less marking, more feedback: A challenge and a proposal

I’ve been arguing for some time that if teachers spent less time marking (by which I mean writing comments on students’ work) then they might have a lot more time for giving

Marking is an act of folly

Contrary to popular belief, marking and feedback are not the same thing. Clearly they’re connected – and, ideally most marking has the intention of giving feedback – but the process of marking

The feedback continuum: why reducing feedback helps students learn

The effects of feedback are more complex than we often realise. While expertise and mastery is unlikely to develop without feedback it’s certainly not true to say that giving feedback results in expertise

Feedback and assessment are not the same

You don’t figure out how fat a pig is by feeding it. Greg Ashman At the sharp end of education, assessment and feedback are often, unhelpfully, conflated. This has been compounded by

Should students respond to feedback?

The opposite of talking isn’t listening. The opposite of talking is waiting. Fran Lebowitz One of the criticisms of my post about book monitoring is that I have omitted checks to see

Could less marking mean more feedback?

Opportunity makes a thief. – Francis Bacon I wrote recently about the differences between marking and feedback. In brief, and contrary to popular wisdom, they are not the same thing; feedback is universally

Marking and feedback are not the same

Feedback is, we’re told, the most powerfully important invention in which a teacher can engage, but marking students’ books can be mind-numbingly tedious drudgery. Because of this tension, many schools have introduced

It’s the bell curve, stupid!

Like an ultimate fact without any cause, the individual outcome of a measurement is, however, in general not comprehended by laws. This must necessarily be the case. Wolfgang Pauli A month or

20 psychological principles for teachers #6 Feedback

In this, the sixth in a series of posts examining the Top 20 Principles From Psychology for Teaching And Learning, I cast a critical eye over Principle 6: “Clear, explanatory, and timely feedback to

The problem with SatNavs, or how feedback can prevent learning

I’m not an especially good driver, but I’m a truly terrible navigator. This used to mean that I would get lost. A lot. When I first moved to Bristol in 2001 I bought an

Getting feedback right

For the sake of convenience I’ve collated and condensed my recent series of posts on getting feedback right, and they are now available as a single download. It’s not intended to be a