ABSTRACT
This chapter defines the difference between marking, assessment, and feedback, before exploring the hidden messages within commonly used feedback techniques and strategies in schools. Citing Ron Berger’s work on critique and Dylan Wiliam’s research into formative assessment, the chapter goes on to propose a model of feedback which has thinking as a cornerstone of a growth mindset ethos. The author argues that a system of criteria-referenced levelling or grading risks entrenching fixed mindsets, before examining some of the common problems associated with data-driven target setting in education and their implications for mindsets and self-theories.
