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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
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,