<i>The Teacher Toolkit Guide to Feedback</i> offers educators an opportunity to leverage existing practices by refining and maximizing the potential of formative assessments. Rather than suggesting we learn yet another new strategy as others often do, Ross helps educators build on existing knowledge. What a refreshing way to improve the craft of teaching.

Sarah Oberle, teacher and EdD candidate

Ross has a real knack for simplifying reams of complicated research to produce clear, actionable ideas for the classroom. His aim is to transform how students receive and implement feedback, but importantly, he has teacher wellbeing as well as efficacy at the heart of it all. This is certainly a book that all senior leaders should have on their reading list if they wish to make an important impact in these two areas.

Jon Wayth, Med, Headteacher

So often a major discussion point of parents, students and teachers, feedback can be a help or hindrance. <i>Teacher Toolkit</i> ensures that feedback is effective, accessible and manageable for all involved. This book is must for school leaders to those entering the profession.

Glyn Potts MBE DL, Headteacher, Newman College

Thoroughly researched, this is a superb primer for the world of feedback. Using provocations, thoughtful case studies and ideas you can implement, this latest book from Ross is an excellent guide for teachers and leaders.

Stephen Lockyer, teacher and author

It is hard to get into other schools to see fantastic ideas and practise, but this book uses relevant school case studies to highlight great new ideas and practise, of which all have a huge impact directly related to teachers in the classroom and student progress. An incredibly useful toolbox of ideas to be used as a hub of any school CPD session.

Libby Isaac, Deputy Headteacher, Kingfisher Schools Trust

What sets this book apart is the way Ross McGill is really clear about all types of formative assessment and how they can be used at appropriate times in different settings. The book brings together a huge range of research evidence as well as the culmination of Ross' own practice and experiences. It is very easy to navigate and should be at every teacher’s side!

Tracey O'Brien, author and headteacher

This publication is a real blend of theory and practice, coupled with real-world classroom examples. It makes this book an essential read for teachers looking to refine their feedback techniques. The clear models and detailed explanations empower educators to deliver feedback that truly enhances student learning and development.

Helen Young, Head of Teaching, Learning, Assessment and Innovation at St Helens and Knowsley Community College

I cannot recommend this book enough. For any schools, leaders or teachers looking to improve the way they give feedback AND reduce staff workload, this book is an absolute goldmine of methods and practical applications.

Sarah Larsen, teacher

This book is a treasure trove of practical advice and innovative strategies. It is an indispensable tool for educators. It’s like having a mentor at your fingertips!

George Walker, Teacher of Computer Science, Moor Park High School and Sixth Form, Preston

Ross has done it again. One of the things I love about <i>The Teacher Toolkit Guides</i> is Ross’s ability to delve deep into historical research and make it relevant to today. I’m excited to get staff engaged in this book and watch the magic of their feedback transform the teaching and learning in our school.

Rachel Smith, Assistant Headteacher, The Tiffin Girls’ School

Another thought-provoking book from Ross that explores the various types of feedback, written and verbal and its effect on progress and motivation .It’s great to see research drawn together and presented in such an easy to follow, engaging way.

Sharon McCarthy, The Bourne Academy, Bournemouth

I’ve been teaching for such a long time, yet this book has given me pause for thought. Everything is clearly explained and backed up with both common sense and research. As an English teacher who hasn’t been enthused about ‘marking’ for some time, I’m looking forward to changing my practice and implementing some of the strategies suggested.

Susan Patrick, St Benet, CA

This is yet another of Ross’ books that needs to be read by every teacher and every member of SLT in order to help with both student progress and teacher workload. What a difference it could make to students and teachers alike.

Maria Bateson, KS5 Science and STEM Lead, The Charter School East Dulwich