Principles 2.1. Feedback should be timely and respond to the needs of the individual student so that they can actively engage with the feedback; 2.2. A dialogue, both verbal and written, should be created between teacher and student. When marked books are returned to students it is essential to allow time for students to read the comments and engage with the feedback; 2.3. Where appropriate students should be encouraged to assess their own work against the learning objectives and success criteria; 2.4. Peer and self feedback is a valuable tool for learning that should occur regularly, but it needs to be well structured by the teacher. Type and frequency of verbal feedback 3.1. This is the most frequent form of feedback; 3.2. It has immediacy and relevance as it leads to direct student action; 3.3. Verbal feedback may well be directed to individuals or groups of students; these may or may not be formally planned. Type and frequency of written feedback 4.1. There are two types of written feedback: detailed and maintenance; 4.2. The frequency of each type of written feedback will vary between departments and key stages; agreed minimums should be clear in the marking policies of each departmental area (see appendices for further information); 4.3. Some departments that are more practical may well not have detailed written feedback; 4.4. Detailed feedback will clearly identify the strengths and areas for improvement that students will then act upon 4.5. Maintenance marking may identify specific issues such as key words, literacy and presentation issues; students should act upon these.
Principles 2.1. Feedback should be timely and respond to the needs of the individual student so that they can actively engage with the feedback; 2.2. A dialogue, both verbal and written, should be created between teacher and student. When marked books are returned to students it is essential to allow time for students to read the comments and engage with the feedback; 2.3. Where appropriate students should be encouraged to assess their own work against the learning objectives and success criteria; 2.4. Peer and self feedback is a valuable tool for learning that should occur regularly, but it needs to be well structured by the teacher. Type and frequency of verbal feedback 3.1. This is the most frequent form of feedback; 3.2. It has immediacy and relevance as it leads to direct student action; 3.3. Verbal feedback may well be directed to individuals or groups of students; these may or may not be formally planned. Type and frequency of written feedback 4.1. There are two types of written feedback: detailed and maintenance; 4.2. The frequency of each type of written feedback will vary between departments and key stages; agreed minimums should be clear in the marking policies of each departmental area (see appendices for further information); 4.3. Some departments that are more practical may well not have detailed written feedback; 4.4. Detailed feedback will clearly identify the strengths and areas for improvement that students will then act upon 4.5. Maintenance marking may identify specific issues such as key words, literacy and presentation issues; students should act upon these.
WLD_Feedback_policy_-_Updated_26th_October_2017.docx