Feedback

The school 'Feedback for Learning Policy' has replaced the old 'Marking Policy'. 

Over the last few years, Beverley High School has been working with Huntington Research School in York and will be a local hub for Research and Training . As a result we have made several changes to the school approach to Teaching and Learning. One of the most significant is regarding feedback for learning. 

There is no evidence that the majority of marking has any beneficial impact of pupils learning. Many staff spend hours each week providing written comments that have little or no benefit to pupils. For this reason staff have been asked to actively reduce the amount of written feedback in favour of a range of methods that research evidence shows have impact. That does not mean that we do no written marking but that we only do it where it will provide a benefit to the learning of our pupils. Each department has its own policy to ensure that standards are maintained.

The most effective feedback takes place in the classroom. This might be verbal feedback, live marking, group feedback on a sample of work, exam wrap arounds, live marking, diagnostic questions and discussion, low-stakes testing,etc. A range of approaches to these is likely. The variety of approaches to feedback provides is two-fold. It benefits pupils directly but indirectly in informing teachers of pupil learning so that they can deliver more effective lessons.