video1.0<iframe src="https://www.loom.com/embed/bb740f5b329946d3825f759958eb801f" frameborder="0" width="1366" height="1024" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe>10241366Loomhttps://www.loom.com10241366https://cdn.loom.com/sessions/thumbnails/bb740f5b329946d3825f759958eb801f-4d6a901ddce1a0dd.gif582.491This Loom explains what effective classroom feedback is and how to make it work in practice. It highlights research by John Hattie and Helen Timperley that feedback helps pupils answer where am I going, how am I doing, and what should I do next, with next-step guidance more effective than right or wrong. It also notes that the UK Education Endowment Foundation finds little evidence that extensive written marking is better, and that feedback improves learning only when pupils engage with it, including dedicated improvement time and checks that pupils act on it. Practical ideas include replacing EBI with TW or target work done in GreenPen, using peer and self-assessment with guidance, using crib sheets to reduce teacher workload, and varying feedback sheet detail at A-level depending on workload.