Authors

Powerful knowledge can’t be reduced to a list – it’s a way of seeing knowledge in terms of its creation and purpose, writes Mark Enser

No, argues Mark Enser. ‘Dirt’ is designed to make feedback visible, rather than useful – and it’s time to get rid of it

After 19 years of teaching, Mark Enser is stepping away from the classroom. In his last column for Tes, he urges teachers to make sure that their views on education are heard

All classroom-based assessments are pointless if teachers don’t reflect on them and then take action, says Mark Enser

Teachers know that retrieval practice works for learning, so, Mark Enser asks, why is there hesitation around revisiting the same concepts in teacher development?

Even if written feedback motivates students, there are other less time-consuming and more effective ways to show students you care, argues Mark Enser