Who is the feedback for? (Lessons in Feedback 6a)

#28daysofwriting Day 9

One of the questions that came up in our recent book scrutiny was this: who is the marking for?

In some recent posts, I’ve been hinting at a broken logic that exists behind many schools marking policies. This logic looks like this.

  1. We must do brilliant feedback because the Sutton Trust says it’s the most effective way of making a difference to the education of our students.
  2. Marking is the same as feedback so we must do brilliant marking.
  3. We must write a brilliant marking policy so that all teachers do the same brilliant marking.
  4. We must beat our teachers with metaphorical sticks when they fail to comply with the marking policy.

I heard the privilege of listening to one of Her Majesty Inspectors for schools recently. These are like the ninjas of Ofsted inspectors. She explained that when Ofsted visit a school, they are charged with investigating how well the teachers comply with the marking policy of the school. They do not judge the quality of the marking policy. Maybe they should.

It’s a bit like if someone has a cold trying to make them better by observing how they wipe their nose – more broken logic – it’s so many steps away from the thing that actually matters: the quality of the feedback.

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