Staff feedback on marking

1. Feedback from the Staff Meeting – Marking
What are we doing differently that
works?
Sharing Good Practice
Concerns / Support Needed
 More priority has been given to responses, which
mean the students are now quicker at doing this
as they have become trained in how to do
responses.
 More SIR marking is happening. A common policy
means that students automatically want to
respond to improvements and highlight in green.
 Higher expectations regarding responses. Getting
students to do it again if it’s not good enough.
 Greater amount of peer assessment that is
moderated by the teacher.
 More focused marking on key pieces that will
make a difference.
 More focus on the marking of literacy.
 English now have 1 book for assessment, 1 book
for notes. This helps to make the progress and
responses to marking really clear.
 Using ‘5 R’s’ to peer and self-assess.
 Setting responses as students’ h/w.
 The green pens and highlighters are now common
practice in the classroom.
 Use of stickers with success criteria / assessment
criteria on makes marking easy and provides quick
feedback.
 Using stickers and stamps with comments on
already to provide quick feedback.
 Provide improvements and then a box with ‘have
you read this?’ – students must tick Yes or No.
 The Book Looks have helped to support
department’s marking.
 Questions for some students
 Starter for some classes, homework for others
 Use of success criteria to structure
improvements and PA/SA.
 Looking at past projects and example level/
graded answers to help them to apply
feedback.
 Use of marking criteria
 Targets are different each time to show the
students have improved and made progress
 Include page numbers or dates to refer back to
work so links between feedback and student
progress is clear.
 The improvements should be focused and
enable students to step up to next level.
 Annotate work throughout with the AO for a
piece of assessment and then get the students
to write their strengths and improvements.
 Student s/a or p/a and then respond – teacher
then marks all and can challenge response for
progress.
 RAG – rating student progress according to
skills achieved – visual marking: good for
practical subjects and skills.
 The quality of responses vary
 Ensuring continuity between sections that
have been marked and lessons
 Difficult to mark books for bigger class sizes
 More regular department checks needed
 Feedback from work scrutiny not effective
 Agreed marking policy/ expectation set by the
school which is shared with teachers and
students so will have a common aim and
students cannot use the excuse of ‘we don’t
do that in…’
 Finding the balance in lesson time to teach
new ideas, provide feedback and allowing
students to respond.

2. Feedback from the Staff Meeting – Marking
What are we doing differently that
works?
Sharing Good Practice
Concerns / Support Needed
 More priority has been given to responses, which
mean the students are now quicker at doing this as
they have become trained in how to do responses.
 More SIR marking is happening. A common policy
means that students automatically want to respond
to improvements and highlight in green.
 Higher expectations regarding responses. Getting
students to do it again if it’s not good enough.
 Greater amount of peer assessment that is
moderated by the teacher.
 More focused marking on key pieces that will make
a difference.
 More focus on the marking of literacy.
 English now have 1 book for assessment, 1 book for
notes. This helps to make the progress and
responses to marking really clear.
 Using ‘5 R’s’ to peer and self-assess.
 Setting responses as students’ h/w.
 The green pens and highlighters are now common
practice in the classroom.
 Use of stickers with success criteria / assessment
criteria on makes marking easy and provides quick
feedback.
 Using stickers and stamps with comments on
already to provide quick feedback.
 Provide improvements and then a box with ‘have
you read this?’ – students must tick Yes or No.
 The Book Looks have helped to support
department’s marking.
 Questions for some students
 Starter for some classes, homework for others
 Use of success criteria to structure
improvements and PA/SA.
 Looking at past projects and example level/
graded answers to help them to apply
feedback.
 Use of marking criteria
 Targets are different each time to show the
students have improved and made progress
 Include page numbers or dates to refer back to
work so links between feedback and student
progress is clear.
 The improvements should be focused and
enable students to step up to next level.
 Annotate work throughout with the AO for a
piece of assessment and then get the students
to write their strengths and improvements.
 Student s/a or p/a and then respond – teacher
then marks all and can challenge response for
progress.
 RAG – rating student progress according to
skills achieved – visual marking: good for
practical subjects and skills.
 The quality of responses vary
 Ensuring continuity between sections that
have been marked and lessons
 Difficult to mark books for bigger class sizes
 More regular department checks needed
 Feedback from work scrutiny not effective
 Agreed marking policy/ expectation set by the
school which is shared with teachers and
students so will have a common aim and
students cannot use the excuse of ‘we don’t
do that in…’
 Finding the balance in lesson time to teach
new ideas, provide feedback and allowing
students to respond.