Product Description

Shirley Clarke explains how to make full and effective use of oral and written feedback - including marking strategies - to promote children's learning in the primary classroom.



Marking and other forms of classroom feedback to pupils can actively boost self-esteem, motivate and actively promote learning - or it can demoralise and alienate. The ways in which pupils can be involved in and told what is expected of them, how well they are doing and what to do next, and how their efforts are appraised, lie at the heart of effective assessment for learning.

Drawing on classroom research, and with a focus on practical issues and examples from across the primary curriculum, this book offers clear strategies for purposeful marking and effective feedback.

Shirley Clarke shows how marking and feedback complete the 'learning loop' which starts with clear learning intentions and success criteria. Taking forward core themes developed in her book Unlocking Formative Assessment, she contrasts traditional and alternative approaches, showing how children respond to written, oral and 'incidental' feedback. She explores different ways of marking, including pupil and paired marking, and explains which are most effective - and why. INSET suggestions and advice on implementing a whole-school feedback policy (including liaising with parents) are also included.

Please click on the link below to access the photocopiable INSET resource sheets: http://authorpages.hoddersystems.com/enriching/

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Product Details

• Amazon Sales Rank: #132689 in Books
• Published on: 2003-05-30
• Original language: English
• Dimensions: .78 pounds
• Binding: Paperback
• 128 pages

About the Author

Shirley Clarke is an assessment consultant and trainer who is highly regarded by classroom teachers for her down-to-earth, practical approach to formative assessment, as well as a hugely successful author with an international reputation. A former primary teacher and advisory teacher, she is a popular speaker who is much in demand. Her courses and training days for teachers, and ongoing involvement in classroom research, give her both credibility and a down-to-earth perspective on day-to-day classroom realities. She was awarded an honorary doctorate by the University of Greenwich in 2007.