Authors: Richard Riggs and Nick Hudson Summary: Teachers spend a lot of time marking students’ work. We wanted to ensure that marking was productive and helped students to make progress. The initial problem: Is marking as productive as it could be? Do the students find the feedback they are given helpful? To what extent does […]

Context: This study explores the development of formative homework-feedback within a school setting, and forms the basis for my MA dissertation (see attached for the full report). Introduction: First I reviewed the existing literature relating to homework and feedback. Then I carried out an action research project, using pupil and teacher focus groups. In particular, I was interested to investigate the current […]