Teacher feedback

1. Marking for Outstanding Impact – ‘Book Look’ Teacher Feedback
Teacher:
Feedback and Assessment - Strengths
Marking is frequent and effective and follows college marking policy.
Students are made aware of the strengths in their work so they can continue to succeed.
Target setting is clear. Improvements are making an impact on student progress because the students
are working towards their targets. (Improvement)
Students engage with the marking process. (Response)
Students are encouraged to correct or edit thei r work after it has been marked and this is impacting on
the achievement and learning of the students.
Students are encouraged to present their work neatly and with pride and this is having an impact on
the effort and literacy of the students.
Literacy is addressed through marking and students are encouraged to correct their literacy errors. This
is impacting on the quality and accuracy of the students’ writing.
Assessment of students’ work is accurate so students are able to make progress.
Peer and self-assessment is used and is being monitored by the teacher. This is having an impact on
students’ understanding of assessment and success criteria.
Students are well prepared for summative assessments and controlled assessments and are making
progress.
A careful selection of work has been marked. This ensures that what has been marked is detailed,
targets are given and it is having an impact on the progress of the students.
Assessment or success criteria is shared with the students and used to generate targets / monitor
progress.
It is clear to see the overall marking is having an impact; students are developing their skills and are
making progress.
Feedback and Assessment - Areas of Development
Marking does not adhere to college policy because it is not frequent enough.
Marking does not adhere to college policy because it does not use SIR and responses are not being
highlighted.
Students are not engaged in the marking process. Marking is not impacting on students’ progress or
their understanding of the assessment or success criteria.
Students do not respond to the improvements set; they are not encouraged to correct or edit their
work to improve and master targets.
Marking is not making an impact on the literacy skills of students. Students are not encouraged to focus
on literacy in their writing and correct literacy errors.
Marking is heavily focused on presentation rather than targets for improvement so it is having little
impact.
Marking is frequent but little comments are offered to the students on how to improve their work. As a
result it is having little impact because students do not know how to progress.
Assessment or success criteria are not shared with the students so students have little understanding of
the expectations and how to progress.
It is not clear that students are developing their skills and are making progress.
Additional comments (focus on the impact of marking).
Signed: Date: