Category
Whole Setting Universal » Assessment and Early Identification » Regular pupil feedback » Feedback is timed: • Teachers consider the characteristics of the task set, the individual, and the collective understanding of the class to judge whether more immediate or delayed feedback is required. • Feedback focuses on moving learning forward, targeting the specific learning gaps that children or young people have. • Teachers avoid feedback that focuses on personal characteristics, or that offers only general and vague remarks.
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Usage
The guidance report is based on the best available international evidence, in addition to a review of current practice, and refined through consultation with teachers and other experts. |
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| Resource document |
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Free
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Early years
Primary
Secondary
Post 16
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