The notion that future performance can be affected by information about previous performance is often expressed in terms of ‘closing the gap’. Feedback has long been recognised as a mechanism through which teaching and learning may be influenced. The current wave of support in the United Kingdom for assessment for learning echoes these sentiments. This paper examines the feedback strategies employed by two experienced literacy practitioners in England. Using data gathered from field observations, interviews and documentary sources, the paper presents evidence of espoused practice associated with feedback, demonstrating that whilst teachers may claim that they make effective use of some feedback strategies to support pupils’ learning and motivation, that this is not supported by empirical data. The paper also identifies that whilst some teachers aim to mark every piece of pupils’ written work for perceived motivational benefits; such a strategy can undermine pupils’ intrinsic motivation and lead to a culture of over‐dependency, whereby the locus of control with regard to feedback lies solely with the teacher. The paper concludes by exploring some possible implications for practice with regard to the provision of written feedback in particular.

No abstract

This paper provides an account of the methodological approach of a study designed to address some fundamental questions relating to formative assessment. The paper reports on the use of a critically quasi- ethnographic approach and describes the practicalities of adopting such an approach. The validity of the study is also considered , reflecting on Tricoglus’ (2001) protocol for practitioner research in education.

PurposeThe purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in England.Design/methodology/approachTaking the form of a qualitative survey, the paper explores the views of mentors in relation to the potential use of the National Standards in supporting the mentoring role and in enhancing the experiences of pre-service teachers during school placements.FindingsThe paper reports that the National Standards have the potential to support the role of mentoring in ITT if used in ways that support mentor recognition and reward.Practical implicationsIn the absence of any common training model for mentors in England, there is potential that the National Standards could offer mentors some guidance for the role to support more equitable experiences for pre-service teachers.Originality/valueThe paper contributes to the field since it accesses mentor voices about matters that involve them. The paper draws attention to the impoverished representation of mentoring in the National Standards, whilst paradoxically noting that in the absence of any common mentoring framework, mentors perceive that the standards could offer some support for mentors and mentees alike.

No abstract