ABSTRACT
This chapter deals with the feedback we can gather from students at the end of lessons to inform us about next steps, both in our teaching and their learning, then tackles the thorny issue of teacher to student feedback via grading. It explores issues about written comment feedback, and gives examples of different marking strategies used by teachers. The chapter discusses feedback not directly linked to individual lessons, often summative, and including parents or other school partners followed by examples of excellent feedback policies and comments by the school leaders. Many schools also have a post-box, usually outside the school leader's room, for children to write a signed or anonymous note to him or her about anything troubling them, and, if signed, they always need to receive and get a personalized response. Feedback, as in integral part of the learning process, must be precisely positioned and delivered regularly in each aspect of the lesson.
