ABSTRACT
This chapter offers a wide range of information regarding feedback and data, it is important that it is read in conjunction with teachers school’s assessment and/or marking and feedback policy. It explains how data can be used formatively for improving teaching and learning. The chapter explores the issues surrounding marking workload and how they can be overcome. The feedback included to one group of pupils detailed comments on mistakes and errors, suggestions on how to improve and at least one positive comment. The second group of pupils was split into two sub-groups, half of which received constructive feedback, and the other half received just scores. A third group of students received their usual form of feedback on their homework — just the giving of marks. The research found that the pupils who received the constructive feedback learned twice as fast as those in the control groups.
