Making musical feedback work

Teachers get a lot of feedback on their feedback these days. Senior leaders across the country have looked at blogs from David Didau, Ofsted’s ‘Making Marking Matter’, the data from the Education Endowment Foundation’s Toolkit and a variety of other resources, leading them to the conclusion that there is a gold standard of feedback in the classroom. In many schools, it’s no longer good enough simply to give feedback to pupils: you now have to prove that you did it. Then you have to prove that the pupil responded to the feedback and find a way to show that you responded to that response. This trail of feedback has been given the moniker ‘triple marking’, based on the premise that the work is marked twice by the teacher and once by the pupil.