Marking and feedback 2013

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Marking and feedback 2013

  1. 1. Marking and Feedback 2013Why?Pupils must be given prompt and appropriatefeedback on what they have done in order tobenefit their learning through interest,responsibility and personal reflection.
  2. 2. Marking and Feedback Framework• Student books are taken in routinely - ‘at leastevery 4 lessons or two weeks, whichever appliesto the subject’• All homework is graded and recorded by theteacher – mark books must be accurate and up todate• Grades reflecting quality do not have to appearon student work, but must be recorded by theteacher• Students receive formative assessment of allhomework
  3. 3. Formative assessment:• Specific quality comment• Specific constructive remark(s) – providingfeedback on specified learning focus• We are investigating the use of a genericfeedback sticker in all subjects that teachersstick into the exercise book after each piece ofhomework
  4. 4. Example:Boris, you have managed to identify the keyarguments in this debate, the most importantpeople and the friendships between them.Well done!To improve, you should concentrate on addingquotes to your explanation.
  5. 5. ‘2 stars and a wish’ model• Match ‘stars’ against success criteria• Identify a ‘wish’ criterion that has not beenachieved and use it as a target forimprovement
  6. 6. Example:Boris you have :• set your working out correctly• used the right formula• To improve, remember to round up youranswers to two decimal placese.g. 1.336 to 1.34
  7. 7. In this case, thetarget was to usecapital letters fornamesSuccess Criteria
  8. 8. • Each page of written work is monitored by theteacher and there will be evidence of this – forKey Stage 3 and 4• Key Stage 5 students have the responsibility toorganise their class work in an appropriatefashion, but this will be monitored periodically• Class work should also have written feedback,including constructive remark and correction ofwritten expression (using the common markingcode)Marking and Feedback Framework
  9. 9. Criteria for the monitoring of studentwork:• Completion• Presentation• Quality/accuracy• Written expression
  10. 10. Common Marking Code for WrittenEnglish• A raised level of literacy does have an impactacross the curriculum and a common markingcode can help achieve this.• As part of a teacher’s regular marking, aspectsof written English should be corrected usingthe common marking code.• Teachers should make marking criteria clearfor students and should mark selectively.
  11. 11. Common Marking Code for WrittenEnglish• Underline Sp - try this spelling again• C - missing capital letters• . , - missing full stops or commas• // - mark in where paragraphs should be• Λ - missing word• VT - wrong verb tense used• WW - wrong word used• WO - word order is wrong• EXP - rewrite this section to improve expression
  12. 12. Why is there such a differencein the written expression?• ‘it counts’• ‘teacher looks at it’• ‘we have to do it like that’
  13. 13. • Going through homework/class work with thewhole group is a valuable teaching strategy,but self-assessment by students must bemonitored by the teacher when books aretaken in.• Feedback must be legible and care should betaken over presentation of comments etc.Marking and Feedback Framework
  14. 14. Tone:• Written feedback should be positive in orderto promote a positive response from thestudents
  15. 15. OwnershipWe aim for:• A shared ownership of student books• Personalised communication with studentsthrough their books ( or coaching)
  16. 16. Homework• Care must be taken to plan appropriatehomework tasks, which should be varied andprovide challenge• Homework tasks should have clear learningobjectives, which are referred to whenformatively assessing and feeding back tostudents.• Appropriate tasks are typically familiarisation,practice, consolidation.• Opportunity should be provided to developpersonal learning and thinking skills (PLTS)
  17. 17. • Success criteria can be shared with studentswhen setting homework• Students must be given the opportunity toreflect on feedback and there should be anexpectation of students acting on formativeassessmentHomework
  18. 18. Homework routine• Homework timetable should allow for theroutine collection of books
  19. 19. Presentation of student work• Care must be taken will all written work andthere must be an expectation of work beingpresented neatly• All written work will include date andunderlined title• No ‘tippex’ should be used on student work
  20. 20. • Writing should adhere to guidance on qualityof written expression• Presentation should be monitored duringlessons and during the marking process• High expectations should be reinforced usingthe rewards and sanctions policyPresentation of student work
  21. 21. • Departments should agree on a format for theorganisation of student books – date, title,highlight notes or activities, homework atfront or back etc. and this should beimplemented consistentlyPresentation of student work
  22. 22. Self-evaluation• All points of this framework will be monitoredregularly as part of school self-evaluationstarting with Y7 to 10 in May/June 2013• This must not involve retrospective marking

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