Teaching responsively, we are constantly receiving feedback from the students as to what they know, and more importantly what they don’t know. This is done through teacher questioning, retrieval and practice activities.
We believe that feedback given to students should be timely, useful and actionable. Because of this, most feedback will be given verbally during the lesson whilst the student is learning. We do however, give feedback in lots of different ways and departments and teachers will use feedback methods that are most suitable and effective to their subject. The key is that feedback should happen (usually) before mistakes get embedded and there should be opportunities for students to act upon this feedback before it is forgotten, or the context of the task is lost. Subject specific feedback information can be found below.
We also believe that there is great value in students providing their peers with feedback; this is a skill which not only serves to improve interpersonal skills but also strengthens students’ own understanding of their learning as they seek to give useful advice to others.
Sitting down and reading the work of students properly is also an important part of the assessment and feedback cycle that teachers undertake. We ask staff to do this for every student they teach at least once per half term and provide useful written feedback for the students to read and reflect on. Once per half term from each teacher means that students receive, on average, one piece of written feedback each week across their subjects. The work they read may be something from their exercise book or it may be a more summative piece of work such as an ‘assessment’.
Feedback at George Abbot (Assembly for Students – Mr Goulborn)
We are are driven by this simple quote from British educationalist and Emeritus professor of Educational Assessment at the UCL Institute of Education, Dylan Wiliam…
“Every teacher needs to improve, not because they are not good enough, but because they can be even better.”
All staff at George Abbot School partake in regular professional development which ensures that we are up to date with the latest educational and pedagogical research. We are committed to collaborative work and sharing the excellent practice that is in place across the school.