How can I facilitate more meaningful marking and feedback in English lessons for a year 2 class, to ensure pupils understand the next steps to improve their writing?
Marking is one of the most time consuming activities for teachers. As a year 2 teacher, I found marking an insightful window to the children’s conceptual understanding but always questioned the impact and value of my marking for the children. During the Spring Term 2016, I explored alternative metho...
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2016
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| Online Access: | https://eprints.nottingham.ac.uk/35203/ |