What does effective whole-class feedback in English look like?

Richard McDonald, Director of English, Driffield School and Sixth Form, UK; English Subject Lead, The Education Alliance, UK At first, my opinion of whole-class feedback (WCF) as a substitute for written feedback was similar to that held by other critics of the approach, as I agreed that it was not ‘individualised’ and could hinder some students, especially high attainers (Riches, 2019). Written feedback, on the other hand, had appeared to have a significant impact on students’ progress across the department in my previous school. However, it’s important to recognise that, although written feedback may have a positive impact, the cost in terms of teacher workload might mean that it is inefficient or detrimental, in that it takes a teacher’s time away from more impactful practice (such as planning lessons). This led me to look into WCF as an alternative, as I recognised that this approach could still be effective for formative assessment in its impact on future teaching (B