The document emphasizes the importance of formative assessment and effective feedback in the learning process, highlighting that students should be engaged as active participants in their own learning. Effective feedback should focus on specific task features and learning goals rather than generic praise or normative comparisons, encouraging self-assessment. It also notes that feedback is most beneficial when integrated into the learning process, fostering independence and promoting a deeper understanding of quality in student work.

1. (1) “Pupils should betrained in self- assessmentso that they can understand the main purposes of their
learningand thereby grasp what they need to do to achieve.” (Black & Wiliam,2010)
(2) “We may need to teach less in order for the students to learn more. Teach less more carefully,and
discussitwith our students. We need to clarify the purposeand expected outcomes of the tasks we
design for students, and give them specific,clear and constructivefeedback, and the chance to use
that feedback to improve their own work.” (Sutton, 2000)
(3) “To craftteacher feedback that leads to learning,put yourself in the student’s shoes.” (Brookhart,
2007)
(4) “Learning is more likely to be fostered when feedback focuses on features of the task (s uccess
criteria) and emphasizes learninggoals.”(Kluger & DeNisi,1996)
(5) “The most important instructional decisionsaremade, not by the adults workingin the system, but by
the students themselves.” (Stiggins et al.2006)
(6) “When students know that there areno additional opportunities to succeed,they frequently take
teacher feedback on their performance and stuff itinto desks,back packs,and wastebaskets.”
(Reeves, 2004)
(7) “In givingstudents descriptivefeedback, you have modelled the kind of thinking you want them to do
as self-assessors.”(Chappuis,2005)
(8) “[Sadler] argued that it was insufficientsimply to pointout rightand wrong answers to students. For
assessmentto be ‘formative,’ a student must: - come to hold a concept of quality roughly similar to
that of the teacher - be ableto compare the current level of performance with the standard - be able
to take action to closethe gap.” (Shepard, 2005)
(9) “The only thing that matters is whatthe student does with the feedback. If the feedback you're giving
your students is producingmore of what you want, it's probably good feedback. But if your feedback
is getting you less of what you want, it probably needs to change.” (Wiliam,2016)
(10) “It is commonly reported that students do not read teacher feedback comments (Duncan, 2007).The
literaturesuggests that a part of the problem is that teachers (and students) see feedback in isolation
from other aspects of the teaching and learningprocess and consider feedback to be primarily a
teacher owned endeavour.” (Taras,2003).
(11) “Kluger and DeNisi (1996) found that one-third of the studies showed negative effects – feedback
about performance actually harmed learningoutcomes ... positiveoutcomes were more likely when
feedback focused on features of the task – such as how the student could improve in relation to the
standards –and emphasized learninggoals instead of lavishingnon-specific praiseor making
normative comparisons.”(Shepard,2005)
(12) “A major role for teachers in the learningprocess is to providethe kind of feedback to students that
encourages their learningand provides signposts and directionsalongtheway, bringingthem closer
to independence.” (Earl,2003)
(13) “Good feedback systems produce a stream of data to students about how they’re doing – a flow of
pieces of information that is hourly and daily as opposed to weekly and monthly (which is the rate of
feedback produced by systems that rely on tests).” (Saphier et al.2008)
(14) “If you can both listen to children and accepttheir answers not as things to justbe judged rightor
wrong but as pieces of information which may reveal what the child is thinking,you will havetaken a
giantstep toward becoming a master teacher, rather than merely a disseminator of information.”
(Easley and Zwoyer, 1975:p 25)
(15) “Connect feedback comments after assignments with the learninggoals.Minimisefeedback that
focuses on “praise,rewards and punishment” (Hattie & Timperley, 2007, p.84). Address achievable
goals and make sure that feedback does not carry “high threats to self-esteem” (Hattie & Timperley,
2007,p.86)
(16) “Assessment is derived from [the word] ‘assidere’to sitwith or beside. It is something we do with and
for a student, not something we do to them.” (Wiggins,cited in Green, 1998)