Assessment and Feedback
At Northgate and DSFC, we believe that effective assessment is an ongoing process and has a significant positive impact on student learning (+0.77 on Hattie’s effect size index – 52nd out of 252) However, it is neither possible nor useful to mark every piece of work in the same way, and students need to do something with Feedback for it to be effective. Peer assessment and self-evaluation are valuable techniques and, if used effectively, can make a considerable contribution to learning
The following principles of effective feedback, taken from research by the EEF, should underpin our approach to feedback and assessment: –
The timing of feedback should be considered carefully, and feedback should focus on moving learning forward
From the start of a learning task students need to be clear about the type of feedback they will receive and how it will be used to improve their learning.
Written and verbal feedback are both effective approaches to providing feedback. Careful consideration should be given to when and how each is used.
Dedicated time for acting on feedback must be built into lessons. This is where students are given time to read comments/ feedback and respond in some way to the feedback.
Marking less, but making marking higher quality when completed, has a higher impact on students’ progress and development.
You can view our Whole School Assessment and Feedback policy here.