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  • Writer's pictureVictoria Hewett

Mrs Humanities shares… Whole Class Feedback Examples

The time was September 2016, I shared a version of a Marking Crib Sheet from @MrThorntonTeach at Pedagoo Hampshire 2016 and since then I’ve been seeing whole class feedback every where. It even forms part of my Marking and Feedback Toolkit.

Now I’d say it’s nothing new, teachers and educators from across the world have been doing it for years. Marking work, then telling students what they could have done to make it better, where they went wrong, what misconceptions came up etc.etc. it just didn’t have an ‘official’ name. I remember RAG rating students work on a separate piece of paper during my NQT year, I’d have 3 columns and i’d write their initials under the relevant column so I knew who I needed to invest time in during the next lesson or would need to check their books at the end of the lesson to see how they’d done. Nowadays people are using crib sheets, whole class feedback, book look records or whatever other name they been given to record and SHARE such information with students.

Here are some examples I’ve seen that maybe of inspiration to you.

The original example I first shared at Pedagoo Hampshire 2016. When I told people how book looks had cut down my marking time and gave me more of a work/life balance it was like a revelation for many. Pleased to see Greg’s post has gone far and wide influencing educators across the country.

Reduce time, improve feedback and smash marking #markingcribsheet – free copy and how-to here https://t.co/A1l2gR3tGk #edchat #marking pic.twitter.com/gxwlDLwW7l — Greg Thornton (@MrThorntonTeach) 24 September 2016

I really liked how this example had an exemplar of good practice included along side the feedback to help students to develop their own work. A useful ad developmental strategy.

Going to use #WholeClassFeedback for the first time with year 13 next lesson. I found it developmental. Here’s hoping they do too #feedback pic.twitter.com/VUWXCqQlMn — Teaching & Learning (@TGEngTandL) 3 January 2017

This one I feel is good for younger students or when you are first developing the strategy with students in the sense that it directs students towards the comments and questions that apply to them; Scaffolding them in the initial stages of identifying relevant feedback and how they can improve. I’ve done this through simple codes in their books before which relate to the next steps comment on the sheet. Once students become better at identifying what is relevant to them, I take the codes or direction way.

Quick and easy to give feedback after their assessment. #feedbacknotmarking #re #rs #religiousstudies #gcse pic.twitter.com/0PthTRvgtZ — Greg Parekh (@Greg_Parekh) October 11, 2017

This example works alongside a marking code system and has been used to mark an assessed piece of work. Matthew used the codes on the assessed work to identify to students what they needed to do to improve in order to provide students with precise targets whilst the ‘warm, hot and super scorching’ tasks give students choice in how to act on feedback.

My first attempt at using whole class feedback. Thank you @TLPMsF for your advice with it. pic.twitter.com/DNRdVwi55p — Matthew Moore (@matthewmoor3) 14 October 2017

The simple and effective style. Easy for everyday use to check progress and understanding before using to plan subsequent lessons. Easy.

Marking crib sheet for Year 8 on Food Groups using the template by @MrThorntonTeach #marking #formativeassessment #feedback pic.twitter.com/Ju939gOrZ1 — Robert Brooks (@ScienceLP) 17 September 2017

Now the key point to remember with whole class feedback is that the aim is too reduce the time spent marking but ensuring that students receive high quality feedback that enables them to progress. Scaffolding the technique is important at first but once students are confident it can be taken that away so that you encourage students to reflect and determine their own improvement actions. Again takes some support and scaffolding but eventually students can master it becoming drivers of their own progress (oh but then it’s the end of the year and the training starts all over again in September).

In addition to the provision of feedback, these sheets provide an excellent basis for planning. Sometimes I just use the book look sheets to formatively assess a class, so I know where to go next lesson. Often misconceptions influence my starter and RAG rating student understanding helps to identify where the direct support, where to scaffold or differentiate.

Hope these have inspired you to give #WholeClassFeedback a try.

Mrs Humanities
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