Assessment and Feedback
A key area of current research at Chancellor’s has been to explore the most effective methods of marking and feedback. The research suggests that high quality instruction is the most important foundation for effective feedback. It is interesting to note that oral feedback, given immediately by the teacher in a lesson, has the greatest positive impact on student progress. What follows on from this, then, is feedback which is designed to address learning gaps and misconceptions found in students’ work.
At Chancellor’s, feedback may take the form of written and verbal advice on specific next steps, as well as other methods, including whole class feedback and the use of models and exemplars. Well planned peer and self-assessment activities complement the teacher’s approaches. Heads of each faculty will decide on the specific approaches which suit their curriculum areas. The most important part of our marking and feedback practices is the time given to students to enable them to act on feedback and improve their learning. We aim to make feedback specific and actionable to enhance students’ progress.
The following policy documents provide more detail on our whole school approach to marking and feedback, along with information about the individual faculty approaches you can expect at each Key Stage.
