Routledge Teachers may be surrounded by feedback, but the notion is poorly analysed and poorly used. This book provides an important collection of contributions to this highly topical theme which is of considerable current importance. Readers will gain greater understanding of this core notion, together with models and practices in appropriate areas. This book is written by members of the Assessment, Guidance and Effective Learning Group at the Institute of Education, University of London. All the contributors are interested in the purposes and goals of feedback to individuals, schools or Local Education Authorities and its role in enhancing learning.
Many chapters draw on their authors' research specifically focusing on feedback isues.
All chapters include reference to current research in the area. Feedback for young people's learning 2. Teacher feedback strategies in primary classrooms - new evidence Eleanore Hargreaves, Bet McCallum and Caroline Gipps 3. Getting it right - distance marking as feedback in the primary classroom Shirley Clarke 4. Dialogue, discussion and feedback - students' views on how others help their learning Eileen Carnell Part Two.