CPD shared with staff on ideas for Outstanding feedback and policy changes to support this.

1. Success is an Attitude: Make it Happen!
The Chalfonts
Community College
Super Learner
Marking for
Outstanding Impact
Sinead McGinty
Friday 5th September, 2014

2. Which educational strategies are effective in
progressing learning?
Most
effective
Least
effective
• Peer teaching
(students teaching each
other)
• Feedback
• Behaviour intervention
• TA support
• Repeating a year
• Extend the school day
• Homework
• 1:1 tuition

3. Sutton Trust Learning Toolkit July 2012
Strategy Equivalent gain/ loss in months
Feedback + 8 months ( and it is cheap to do!)
Peer teaching +6 months ( expensive)
1:1 tuition + 5 months ( very expensive )
Homework +5 months ( very cheap to do)
Behaviour intervention +4 months ( very expensive)
Reduce class size +3 months ( very expensive)
Extend the school day + 2 months ( very expensive)
TA support 0
Repeat school year - 4 months ( and mega expensive)
The Sutton Trust report ‘Pupil Premium Toolkit’ listed effective feedback as the highest
impact action (adding eight months of learning per year) – against the lowest cost.
http://educationendowmentfoundation.org.uk/toolkit/

4. Marking for Outstanding Impact
•What is Outstanding Feedback and how do our
policies support this?
•How can we use Success Criteria to strengthen
assessment and our marking?
• Ideas on Teacher Assessment.
• Ideas on Peer and Self Assessment / Verbal
Feedback.
•Recommended further reading.
Super Learner
The Chalfonts
Community College
Success is an Attitude: Make it Happen!

5. Why can marking and feedback be so
effective?
What does marking look like when it is clearly
securing progress in learning and making an
impact?
What are the barriers to effective marking and
feedback?

6. What is Outstanding Feedback?
The Sutton Trust report defines feedback as information given to the learner and/or the teacher
about the learner’s performance relative to learning goals. It should aim to (and be capable of)
producing improvement in students’ learning. Feedback redirects or refocuses either the
teacher’s or the learner’s actions to achieve a goal, by aligning effort and activity with an
outcome. It can be about the learning activity itself, about the process of activity, about the
student’s management of their learning or self-regulation or (the least effective) about them as
individuals. This feedback can be verbal, written, or can be given through tests or via digital
technology. It can come from a teacher or someone taking a teaching role or from peers. Note
that it can have a very varied effect – including a negative effect, and can be difficult to make
work in the classroom.
http://educationendowmentfoundation.org.uk/toolkit/

7. Dylan Wiliams
What is Outstanding Feedback?
• Students should spend longer reading your comments than you spend writing them.
• Don’t write grades on work ; the feeling of being judged overrides any consideration of
improvement.
• Provide task-related feedback, not ego-related feedback – if the feedback is about you as a
person, it’s not conducive to learning about how to improve your learning.
“If I had to reduce all of the research on feedback into one simple overarching idea… it would
be this: feedback should cause thinking.”
It requires ‘mindfulness’ – time spent thinking (really thinking) about the task , it should
provide a ‘recipe for future action’ preferably broken down into small actions and it must be
focused on one area or aspect at any one time. (Wiliam, 2011)

8. Students need to close the gap between the work they have done originally
and a higher level of work suggested by the feedback they receive. In other
words, ‘closing the gap’ means ‘acting on feedback’.
http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/

9. Success is an Attitude: Make it Happen!
The Chalfonts
Community College
Super Learner
Marking for Outstanding
Impact: Policy

10. The Chalfonts
Community College
Super Learner Marking for Outstanding Impact: Policy
In November 2013 Ofsted commented:
• “The students’ understanding from marking of their current progress and how to improve their work is not consistent
across the college.”
• To improve we need to: “Consistently apply the college marking policy to make sure all students are aware of their
current progress and how to improve their work.”
• “The quality of assessment and marking varies across the college. There are examples of strong practice… However,
marking of this quality is not consistent and the marking policy is not yet fully secure across the curriculum.”
Review of Marking 2013-2014
• Some excellent practice with SIR feedback where student response is evident and is having a real impact.
• There were inconsistencies across some departments and across the school with the quality and quantity of feedback
and presentation of students’ books.
• Some students drive their learning by updating, improving and demonstrating where this is a planned classroom routine.
• Peer and self-assessment connected to an agreed success criteria could be used more to support feedback.
• There were great examples of homework being used for students to respond to feedback which was then reviewed
again by the teacher.
• S.I.R is not being used as consistently with marking in the Sixth Form.

11. The Chalfonts
Community College
Super Learner Marking for Outstanding Impact: Policy
SIR Feedback
Principle
SIR Feedback in Practice
1. Books as
workbooks not show
books
 Books, folders and portfolios demonstrate the ‘learning journey’.
 Books should be treated with care and demonstrate pride.
 Redrafting is an expected and vital part of the learning process.
 The Progress Tracker Sticker must be visible on the front of the books.
2. Evidence of
impact by the
teacher
 Pencil or ink different to the work.
3. Regular and
evidenced
 Core – every two weeks minimum.
 Non-core – every three weeks minimum.
 There should be one levelled/graded activity every half term at a minimum.
4. An integral part of
the learning process
 At least one starter or learning activity every two weeks should be a learning update.
 Plan reflection as a fundamental part of the learning journey.
5. Clear feedback
about strengths
(linked to
assessment criteria
and / or one of the 5
Super Learner Rs)
 Comments are confidence building and drive an aspirational message of aiming for the highest levels of achievement.
 Positive and specific and related to a learning outcome, success criteria, skill, knowledge or understanding.
 Where possible, strengths should be linked to the Super Learner attributes and use the Super Learner stamp to
acknowledge this. E.g. you have been rational in your thinking by considering two sides of the argument.

12. The Chalfonts
Community College
Super Learner Marking for Outstanding Impact: Policy
SIR Feedback
Principle
SIR Feedback in Practice
6. Clear feedback
about areas for
improvement (how
to close the gap)
 Comments are confidence building, yet real and drive an aspirational message of aiming for the highest levels of achievement.
 Positive and specific and related to the learning outcome, success criteria, are direction setting and ‘micro stepped’ where
necessary.
 Frame the opportunity for a student to demonstrate their improvement:
Example - Make your adjectives agree. Do an example below and then show me when you do this in your next piece of work.
7. Student
engagement
 Students complete the response as guided by the teacher.
 Students use a green highlighter to show when they have responded to improvements.
 Staff acknowledge when students close the gap in their responses.
8. Marking highlights
major milestones
and moments of true
impact
 Highlight Strengths or Improvements in the body of a piece or marking.
 Students could explain why the teacher has indicated the Strengths or Improvements. This allows students to demonstrate
their understanding.
 Teachers acknowledge and celebrate when students have developed their skills in a target area.
 Teachers acknowledge if the learning objective has been met.
9. Marking and
feedback improves
literacy
 This is the responsibility of all staff and students.
 All staff and students use the literacy marking code.
 Students correct common literacy errors in their work.
10. Verbal feedback,
self and peer
assessment
 Be explicit. Through classroom routine, the student is responsible for keeping a record of the informal but crucial instances of
feedback.
 VF stickers are available for departments to order through admin.
 Abbreviations to record:
VF – Verbal Feedback SA – Self Assessment PA – Peer Assessment
Learning
Objective met


13. Success is an Attitude: Make it Happen!
The Chalfonts
Community College
Super Learner
Supporting and Promoting
Outstanding
Marking and Feedback

14. The Chalfonts
Community College
Super Learner
Supporting and Promoting Outstanding
Marking and Feedback
• Half termly work scrutiny focusing on a specific
year group.
• Half termly SLT Book Look focusing on specific
departments.
• Marking and feedback on agendas.
• Marking Buddies.

15. Success is an Attitude: Make it Happen!
The Chalfonts
Community College
Super Learner
Super Learners

16. The Chalfonts
Community College
Super Learners Super Learner
• Our aim is to develop students’ learning abilities to ensure that they have a positive attitude to
learning and are equipped with a range of skills to thrive academically and in employment.
• We want our students to be responsible life-long learners; the attributes promoted through the Super
Learner philosophy will empower them to strive to achieve their full potential by learning in a variety
of ways and through challenging learning experiences.
• All students will be involved in a culture of high expectations regarding learning and professional
conduct to enable them to work independently and to support each other to learn through
collaboration.
• The Super Learner policy will infuse learning skills across the curriculum, thus enriching the learning
experience for all students and will encourage them to raise their aspirations.
The delivery of the Super Learner values will be done through the promotion of the learner attributes
represented in the 5Rs. The 5Rs encourage the students to be: resilient, responsible, rational,
reflective and resourceful. It is the role of all form tutors and subject teachers to model, promote
and value the learner attributes. Students will be recognised and rewarded when they demonstrate
the 5Rs and should base their professional conduct around these standards.

17. RESILIENT
Being resilient means you never give up and you keep
motivating and challenging yourself to become a
better learner.
RESILIENT LEARNERS:
 Look at the whiteboard to remind themselves of the task
 Use prior learning
 Ask a friend
 Persevere when completing a task
 Show self-belief
RESPONSIBLE
Being responsible means you take charge of your learning and
professional conduct. This starts with outstanding attendance,
appearance and punctuality to lessons.
RESPONSIBLE LEARNERS:
 Organise themselves for learning
 Engage and contribute to the lesson
 Demonstrate outstanding professional conduct towards their own
and others’ learning
 Manage their time successfully, including when they complete
homework
 Work independently and as part of a group
REFLECTIVE
Being a reflective learner means through practise you can respond and take action
after receiving feedback.
REFLECTIVE LEARNERS:
 Are aware of their strengths and areas of improvement
 Consider the success criteria before starting a task
 Respond to marking to improve learning
 Demonstrate how they are making progress to meet their targets
RESOURCEFUL
Being resourceful means you have an enthusiasm and thirst for knowledge to be
the best you can be.
RESOURCEFUL LEARNERS:
 Ask and answer questions
 Interact with others securing good relationships through speaking, listening, reading,
writing
 Apply their knowledge to other subjects
 Research independently
 Are fully equipped for learning
RATIONAL
Being a rational thinker means that you are
perceptive and consider things carefully; you can
explain and justify your ideas.
RATIONAL LEARNERS:
 Analyse and use evidence effectively
 Are responsive to new ideas and concepts
 Suggest solutions or alternatives
 Communicate thinking to help others

18. Setting Up Outstanding
Assessment and Feedback

19. Construct an opening paragraph for a
fairy tale to be enjoyed by 5 -7 year olds.
Agreed Success Criteria

20. Once upon a time, in a magical land, lived a Prince. Prince
Jack had everything money could buy, apart from a beautiful
princess. The Prince had tried everything to find his one true
love including joining match.com. Nothing had helped Jack
find love, but still he refused to give up his dream.
Years passed and Prince Jack carried on hoping for love.
Everyday he visited his local Tesco store and bought 1 red
rose. Everyday he handed out the rose to a would be
Princess. One day, …………..

21. Feedback Using an Agreed Success Criteria
Provide feedback using S.I.R. The
strengths and improvements
should be taken directly from the
agreed success criteria.
In your feedback make it clear
what you expect the student to
do in their response, so they can
close the gap.

22. Teacher Feedback
S.I.R Marking

23. Research tells us…
• Most teacher marking time is wasted as it does not lead to
rich learning (Black et al.).
• The most able students do not receive teacher actions
(improvements) that really stretch them.
• The lowest attaining students get comments that relate to
superficial outcomes such as ‘lovely handwriting’ or ‘you
tried really hard’.
• A teacher comment such as ‘well done’ or ‘good work’ are
totally worthless.

24. Hints and Tips
 A learner- teacher dialogue must be evident that allows students to act on a
specific area. This will exhibit progress in learning. (S.I.R model.)
 Celebrate student achievements to demonstrate progress and the impact of your
feedback e.g. ensure you comment on student responses if work has been edited.
 TIME must be planned into lessons for students to read, reflect and act upon
feedback.
 Use homework to encourage students to respond to feedback.
 You need a consistent approach to marking Literacy . Errors must be identified and
students must demonstrate they are making progress.
 Ensure your strengths and improvements are specific, not generic.
 Use feedback as an opportunity to differentiate / personalise student learning.
 Mark students’ work in the lesson while circulating – it soon adds up!
 To make marking manageable try marking ten books a night and make it a habit.

25. Instead of… The teacher… The student… The impact…
Writing annotations throughout the body
of work and then providing a thorough
comment at the end.
Writing extensive comments.
Writing ‘Well done you have…’ next to
successful pieces in the work.
Marking every question in detail.
Writing the same comment on every piece
of work because most students have made
the same errors.
Writing out a full solution when a student
gets a question wrong.
Correcting work when a student makes a
literacy mistake.
Marking only extended pieces of work.
Giving back work and moving straight on
to something new.
Students peer or self-assessing using their
opinion or a mark out of 10.

27. Peer and Self Assessment

28. Peer and self assessment is highly effective when done well.
Research shows effective peer to peer feedback is twice as
powerful as teacher feedback because students are learning in
two different ways; as creator and assessor . Research also
indicates students take greater pride in work that will be peer
assessed .
Research shows that 75 % of all peer feedback actually
reinforces misconception and halts learning ! Be very
careful as you may be doing more harm then good

29. Peer and Self Assessment
• What has worked for you?
• What has not worked? Why?
• How have you set up your students for
effective peer or self assessment?
• Top tips for others …

30. S
S
I
Are these effective examples of peer assessment?
What would be appropriate student responses?

31. Improvement Strength Strength +
Strength
Improvement

32. Strength Improvement

33. Peer and Self Assessment Ideas
• Use a common mark scheme / agreed success criteria/ model answer /
exemplar to support the students’ assessment. Ensure the students
fully understand this before embarking on peer or self assessment.
• Model assessment and feedback with exemplar material.
• Peer or self assessment in pairs/ groups using model answer/mark
scheme.
• Double peer assessment. (First student provides feedback and second
student moderates.)
• Self assessment against learning goals
• Use reflective journals or personal targets.
• Best practice – students peer and self assess and the teacher
moderates the comments.

34. Peer and Self Assessment Ideas
• Self assessment against targets learned from an exemplar.
• Keep the peer / self assessment controlled – do not allow the students
to go tick crazy without guidelines.
• Individual peer or self assessment should initially be conducted in a
quiet environment – can students really provide quality feedback if
they are distracted?
• Create ground rules for your classroom and stick to them.
• Do not allow students to provide comments that are not on the agreed
success criteria e.g. your handwriting could be neater…
• Teacher moderation of the peer / self assessment.

35. Success is an Attitude: Make it Happen!
The Chalfonts
Community College
Super Learner

36. “No amount of tick and flick, lolly sticks, traffic
lights, peer and self assessment, or parental
comment will excuse me from the fact that
marking books should be my number one priority
and that I should damn well stop making excuses,
bloody well stop prevaricating and get on with
it.”
David Didau - The Learning Spy

37. Recommended Further Reading
We have an extensive set of Teaching and Learning texts available to loan from the LRC.
We also have a Learning and Mastery blog http://ccclearningandmastery.wordpress.com/ and
a Twitter account @CCCLearning where L&M ideas will be shared and promoted.
http://improvingteaching.co.uk/2013/08/17/closing-the-gap-marking/
http://headguruteacher.com/2012/11/10/mak-feedback-count-close-
the-gap/
http://fullonlearning.com/
http://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.
html
http://www.learningspy.co.uk/
http://educationendowmentfoundation.org.uk/toolkit/feedback/
http://teachertoolkit.me/

38. Success is an Attitude: Make it Happen!
The Chalfonts
Community College
Super Learner
“Success is neither magical nor mysterious.
Success is the natural consequence of
consistently applying basic fundamentals.”
Oscar Wilde
http://fullonlearning.com/