ABSTRACT
Formative assessment is a diagnostic tool which allows the teacher to check what pupils have learnt. Feedback is one response to formative assessment, but it is not the only response. Feedback is not just about the teacher’s marking. Oral feedback is often more personal and much more likely to spur people on to further learning. The most effective examples of feedback force pupils to think about their work and actively engage. Pupils need time to respond to feedback it must be purposeful time. Peer assessment can lead to helpful feedback but, for it to be effective, pupils need to be trained to offer sensible comments and useful prompts to further learning. Most teachers offer feedback on summative assessments, but care must be taken here. Tests and examinations are not designed to be diagnostic; they are designed to measure learning, and to be marked and graded.
