ABSTRACT
The teaching, assessment and feedback strategies of the expert primary teachers is complex as it was their deployment. The teachers had repertoires of strategies and employed them in a range of ways appropriate to the age of the learner, the subject being studied, and the teaching context. The most common lesson type was a three-stage format in which the teacher first relayed or reinforced information and then worked with groups, or monitored individuals, during the middle stage of the lesson just as in the literacy and numeracy hour. The expert teachers used extensive evaluative feedback as their practice was also strongly characterised by descriptive feedback. The teachers use regular informal assessment strategies including a range of types of questioning, observation and listening-in. Their practice was characterised by regular feedback to the pupils about their methods of working and the content of their work. Thus, the teachers knew where the learners were and so did the learners.
