Formative Assessment and Feedback Masterclass

Description

Develop feedback students can act upon

Is feedback improving learning — or simply producing more marking?

This Formative Assessment and Feedback Masterclass helps teachers and school and college leaders develop a broader, more practical understanding of feedback.

Drawing on The Teacher Toolkit Guide to Feedback (McGill, 2024), the webinar explores how feedback can be delivered through written, verbal and non-verbal forms, with three distinct purposes:

• Feed up: Where am I going?
• Feedback: How am I doing?
• Feed forward: Where to next?

The central message is simple: the type of feedback matters less than whether students trust it, understand it and know how to act.

What does the masterclass explore?

The 20-slide CPD presentation includes:

• Why teachers continue marking books outside working hours
• The development of feedback thinking over time
• Written, verbal and non-verbal feedback
• The difference between feed up, feedback and feed forward
• Why trust influences whether feedback is received
• How students can be taught to act on feedback
• Whole-class feedback strategies
• Identifying nine forms of formative assessment
• Reducing marking workload without reducing impact
• Developing a shared whole-school feedback language

The main presentation challenges schools to reconsider feedback practices that create workload without improving student action.

Practical templates included

The accompanying resource pack contains:

• A whole-class feedback template
• A five-part whole-class feedback sheet
• A formative assessment identification grid
• Written, verbal and non-verbal feedback prompts
• Feed up, feedback and feed forward planning tools
• An audio introduction to Guide to Feedback

The identification grid helps teachers audit nine possible approaches across three modes of delivery and three feedback purposes.