Establishing A Whole Class Feedback Model

Marking children's work with individual comments on their papers is not just hellishly burdensome, the gain is very limited and in some cases even counter-productive. Elen Harris researched a different way.

According to Hattie, feedback provided via marking has an effect size of 0.791, with eight additional months’ progress potential for students2. The albatross like burden of marking3 means that good feedback is often difficult, with poor quality, generic, comments frequently seen4 & 5.

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