Marking and other forms of classroom feedback to pupils can actively boost self-esteem, motivate and actively promote learning – or it can demoralize and alienate.

The ways in which pupils can be involved in and told what is expected of them, how well they are doing and what to do next, and how their efforts are appraised, lie at the heart of effective assessment for learning.

Shirley Clarke shows how marking and feedback complete the ‘learning loop’ which starts with clear learning intentions and success criteria. INSET suggestions and advice on implementing a whole-school feedback policy will help you to discover what works best for you – and your pupils – in your own classroom.