d give pupils regular Consistently uses a of Uses a range of methods to Is able to give pupils regular Is unable to give pupils regular feedback, both orally and effective methods to give give pupils regular feedback feedback, both orally and feedback, both orally and through accurate marking, pupils regular and and the opportunity to through accurate marking, and through accurate marking, and and encourage pupils to constructive feedback and the respond to it. encourages pupils to respond does not encourage pupils to respond to the feedback. opportunity to respond to it. Accurate and regular to the feedback. respond to the feedback. Accurate and timely marking marking and oral feedback and oral feedback contributes contributes to pupil to pupil progress and learning progress and learning over over time. time.
d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Consistently uses a of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time. Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback. Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.
Training-and-Assessment-Toolkit-ok.docx