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Taking forward core themes developed in Unlocking Formative Assessment, Shirley Clarke shows how marking and feedback complete the 'learning loop' which starts with learning intentions and success criteria.     The ways in which pupils are told what is expected of them, how well they are doing, and how their efforts are appraised, lie at the heart of effective assessment for learning. Shirley Clarke explains first how to formulate, and communicate, clear learning intentions and the types of success criteria to which pupils can relate. She then explores the use of questioning as a tool for effective teaching, before looking at classroom interaction and how pupils respond to written, oral and 'incidental' feedback. Different approaches to marking, including self- and paired marking, are then considered as one aspect of feedback, which in turn can underpin pupil self-evaluation and target setting.    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Everyone knows that feedback works, and yet not everyone does feedback well. It’s especially hard to give feedback during a class session. This helpful guide will help teachers provide on-the-go feedback that:    - Aligns to learning intentions and success criteria   - Is delivered at just the right time  - Matches a learner’s stage of learning (surface, deep, or transfer)    On-Your-Feet Guides (OYFGs) provide you with the ultimate \"cheat sheet\" to implement effective change in your classroom while in the moment of teaching. Designed for accessibility, and providing step-by-step guidance, the OYFGs are written by experts who take research-based practices and make them doable for the busy teacher.   Each On-Your-Feet Guide is laminated, 8.5\"x11\" tri-fold (6 pages), and 3-hole punched.    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