Bloomsbury CPD Library: Marking and Feedback£*17.09
- Practical guidance on marking and feedback.
- Quick, digestible tips to quickly put into action.
- Written from the perspective of a busy teacher who wants to improve their practice.
- Reflective and supportive to whole school development.
- Fantastic resource to support further and whole school training for marking and feedback.
- It mentions the inspection regime!
Designing a Continuing Professional Development (CPD) programme can be daunting. Whether you are looking to better your own practice or coach your colleagues, it can be hard to know where to start. But don’t worry; the Bloomsbury CPD Library is here to help! Divided into two unique sections, Teach Yourself and Train Others, this book is perfect for individual teachers, middle leaders, and those looking to introduce whole-school CPD training programmes.
The first book, Marking and Feedback, focuses on a crucial part of every teachers’ daily routine, but is also a core focus area for CPD, which is closely assessed by Ofsted. This book will help you to examine what level you are currently attaining, highlighting your strengths and weaknesses, and will enable you to assess specific areas where you could improve your practice.
It begins with an overview of the main marking and feedback approaches so that you can really get to grips with the theory behind different methods, before moving on to practical ideas that you can use in the classroom. In addition to these short-term strategies, the book contains suggested evaluation techniques and questionnaires to support long-term development and progression of practice.
What we think?
Marking and feedback are integral parts of what it means to be a teacher. Our students cannot develop without the guiding hand of a teacher, and this should not be taken lightly by any professional. Even those of us who have been marking and offering feedback during our careers, can learn something from others to develop and improve what we offer our student. The face of marking and feedback will look different from school to school, from phase to phase, from country to country, but what Sarah Findlater offers in this book is a valuable reminder and insight into ways to ensure that students are offered valued feedback, without necessarily eating up all your time at school or at home.
Sarah offers gems of advice supporting you to put ideas into action, exploring the types of marking and feedback, as well as fantastic chapter ‘takeaways’, which are a valuable snappy reminders and tips of improving marking. This is not done solely on an individual basis, but the book progresses to offer colleagues reflective training about their marking behaviours, with great ideas for staff training and development.
You know that we don’t like to mention the inspectors (they get too much undue attention 😁), as we think the marking should be done for the pupils, and not to impress the school managers or inspectors, and the long term plan should be developed in school (with reference to this book) will certainly help you make strides in ensuring that it is the pupils who benefit the most from your marking and feedback.