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The UCL Verbal Feedback Project explored the impact of verbal feedback approaches on outcomes for disadvantaged students in Years 7 and 8.
The UCL Verbal Feedback Project explored the impact of verbal feedback approaches on outcomes for disadvantaged students in years 7 and 8, particularly in terms of student engagement (including written, non-verbal and verbal responses). The project contributes to the research base around verbal feedback and also explore the implications for teacher workload.
The Verbal Feedback Project was developed in collaboration with the UCL London Centre for Leadership in Learning and Ross McGill (@TeacherToolkit Ltd). The project offers participants advice and guidance to develop their expertise in verbal feedback techniques, and also implement a practitioner research model that will measure project impact.
Verbal Feedback report and toolkit
Outcomes from the project are now available to download. The Verbal Feedback report explores the impact of the project in terms of outcomes for disadvantaged students. The Verbal Feedback Toolkit features practical ideas and techniques for approaching verbal feedback in the classroom.
Thank you to report author Mark Quinn (UCL London Centre for Leadership in Learning), Ross McGill (@TeacherToolkit Ltd) and the teacher researchers from our participating schools.
- Batley Girls’ High School, West Yorkshire
- London Nautical School, Lambeth
- Oakgrove School, Milton Keynes
- Ranelagh School, Berkshire
- Reigate School, Surrey
- Trinity Catholic School, Warwickshire
- Westminster City School, London
In a climate of high-stakes accountability, this research is timely for teachers across the UK to help strip back the marking burden and challenge the notion that written feedback is the best form of assessment. It could be ground-breaking!
Ross McGill, Founder and Director of Teacher Toolkit Ltd