1. Why do we want to provide feedback to pupils
Why do we want to provide feedback to pupils? Why do I constantly look through exercise books and check the work of my pupils? Is it #feedbacknotmarking or is it the removal of unrealistic and excessive marking policies?

2. I don’t
Tick and flick through books with a red pen so that other people think I’ve looked at books.
Mark books every 2 weeks with WWW and EBI.
I do
Use many different strategies that provide feedback to pupils.
Constantly look and check all my books to inform my planning. If I plan my lessons very well, then pupils will make progress.

3. Short, Recall Snapshot Assessment
I record a mark
I circle the questions they need to repeat
I can choose to give model answers as a class or they use their KO
Short, Recall Snapshot Assessment

4. Short, Recall Snapshot Assessment
Pupils used KO to correct their definitions
Time for me to complete- about 2 minutes per pupil 

5. I write in purple or pink pen in their book as the lesson is progressing
They get instant feedback
Sometimes the lesson is paused to correct whole class misunderstandings
I love live marking 
Live Marking

6. Self Assessment Valuable for pupils as they receive instant feedback
I can check their work in lesson or at the end to verify progress
I model answers on the board.

7. Whole Class Improvements Followed by a task
I model improvements to the whole class.
They then receive a task to check they now understand the concept
This is self marked

8. I am very pleased with your effort in your test
Positives You could label an atom You could recall information about protons, neutrons and electrons You knew about the set-up for chromatography
This is what you found difficult
Calculating Rf values
Recalling information about Mendeleev’s periodic table
Q6 reading graphs about boiling points
What we will do-
I will give you model answers for Q5, Q6 and Rf values
You need to use your knowledge organiser to correct your mistakes

9. Marking and Giving Feedback on a Specific Task
My Yr 11s completed 2 exam questions.
I marked it.
We discussed it.
They improved it.

10. Highlight important factual improvements
After a True/False starter I reinforce important factual information that some/all may have got wrong
Pupils highlight this
The next True/False starter will test this
Highlight important factual improvements

11. Whole Class Feedback Records
I use this to inform my planning
If I plan great lessons then pupils will make progress
I tick off points when I have acted on it in my lesson

12. A, B and C
acid
alkali
beaker
colour
contract
chemical
D, E, F
density
digestion
dissolve
element
energy
equal
evaporate
filtration
filter
G, H, I
height
insoluble
J, K, L
joule
light
M, N, O
negative
neutral
muscle
P, Q, R
physical
positive
product
reactant
reaction
residue
S, T, U
science
separate
soluble
solution
temperature
V, W, X
weight
Y, Z

13. I tick off points when I have acted on it in my lesson