The words ‘assessment’, ‘feedback’, ‘target setting’ and ‘monitoring progress’ are some of the most common found in education, but do we put ourselves in our learners’ shoes? Do we ask them what sort of feedback they would like, when they want it and how? Are our students involved in target-setting and the assessment process? Evidence suggests that feedback is one of the most important skills we can use to support learning, but only if we get it right. This session will pull apart and explore what we really mean by feedback, target-setting and assessment, so it works for the individual learners. We will look at the importance of timely feedback, the need for struggle, and find practical ways to bring to life Dylan Wiliam’s comment: “The only good feedback is that which is acted on".
This course will draw on evidence-led approaches to feedback, target setting and monitoring progress, and provide participants with practical ways to develop their own practise, as well as ways to assess the impact of what we are doing.