Wymondham High is enquiring into written feedback this autumn term. A collaborative approach is being taken which aims to ensure that teachers are generating their own knowledge about their own learning as teachers: identifying issues, developing solutions and trialling new ideas.
The enquiry is based around five cross curricular Collaborative Enquiry Group CPD sessions which co-ordinate with three Departmental CPD sessions. The cross-curricular sessions help to ensure that the broadest range of enquiry can occur while the Departmental thread ensures that the written feedback trials become really useful and good practice becomes embedded.
In the Collaborative Enquiry Groups, the first sessions asks staff to look at unmarked work as a starting point. This is low stakes and also allows staff to see the expectations required of students in different subject areas.
The second session asks staff to look at an example of marked work to consider questions relating to type and timing of feedback and the engagement of students with feedback.
The third session asks staff to look at all work from one student over one month. The focus: the impact of written feedback on student progress. The trials of new ideas, which have been led by departments, become visible across the school. An outcome which charts the student’s learning journey is created by the group.
Click to download the powerpoint summarising the impact of written feedback trials on the students’ learning journey across different subjects:
The fourth session joins two Collaborative Enquiry Groups together to share the learning journeys of students from the previous session.
The fifth session focuses on mock marking since it falls during Yr11 mock exams. The main focus is how to ensure mock marking has as much impact as possible. The emotional response which students have to marking and feedback is an additional focus as we revisit attribution theory.
As the term ends, an evaluation is conducted to assess if the written feedback habits of staff and students have changed. They have. Students now expect comments to ‘feed forward’, can identify and name different feedback strategies and are building the habit of actively engaging with feedback.