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Less
marking,
more
feedback
David Didau
Collaboration in Education
Teaching & Learning Leeds - 2nd July 2016
What’s the difference
between marking and
feedback?
Why do we mark?
1. To grade and summatively assess
students’ performance
2. To help students to improve their current
leve...
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Effectsize
Approaches
Average Effects
What’s the evidence?
What Hattie actually says
Feedback is one of the most powerful
influences on learning and achievement, but
this impact can...
Distribution of feedback effects
Kluger & DeNisi (1996)
Getting feedback right is hard
Response type
Feedback indicates performance…
exceeds goal falls short of goal
Change behav...
Bjork on feedback
• Empirical evidence suggests that delaying,
reducing, and summarizing feedback can be
better for long-t...
A-Z or Satnav?
Specific, detailed,
immediate feedback
to encode success
Beginning of a
course
End of a
course
Delayed, reduced and
summar...
Less marking, more feedback
• How long does it take to mark an essay?
• What happens to the marking after work
is returned...
The problem with judgement
• There is no absolute judgment. All
judgments are comparisons of one thing
with another
• At b...
The problem with judgement
Which is worst?
1. Forgetting to mark students’ books
2. Turning up late for a lesson
3. Cheati...
The problem with judgement
Which is worst?
1. Punching a child
2. Embezzling money from the Pupil
Premium account
3. Cheat...
The task
Swindon Academy Yr 5 students
Signal vs noise?
Phds vs teachers
it was(?) the goblet lay close by, so close
he simply could not resist it. He
snatched it before ran for his life. And
eve...
Why do we need coordinates?
Proof of progress
Progress relative to other schools (Mean
GCSE grades 1-9
proofofprogress.co.uk
Key points
• Marking and feedback are not the same
thing
• Feedback is always powerful but not
always positive
• Less migh...
@LearningSpy
learningspy.co.uk
ddidau@gmail.com
Less marking more feedback
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Less marking more feedback

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Why marking less might mean teachers can give more feedback

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Less marking more feedback

  1. 1. Less marking, more feedback David Didau Collaboration in Education Teaching & Learning Leeds - 2nd July 2016
  2. 2. What’s the difference between marking and feedback?
  3. 3. Why do we mark? 1. To grade and summatively assess students’ performance 2. To help students to improve their current level of performance 3. To motivate students to work harder 4. For accountability purposes. Reading or marking?
  4. 4. -0.4 -0.2 0 0.2 0.4 0.6 0.8 Effectsize Approaches Average Effects What’s the evidence?
  5. 5. What Hattie actually says Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Simply providing more feedback is not the answer, because it is necessary to consider the nature of the feedback, the timing, and how the student ‘receives’ this feedback (or, better, actively seeks the feedback) The Power of Feedback (2007)
  6. 6. Distribution of feedback effects Kluger & DeNisi (1996)
  7. 7. Getting feedback right is hard Response type Feedback indicates performance… exceeds goal falls short of goal Change behaviour Exert less effort Increase effort Change goal Increase aspiration Reduce aspiration Abandon goal Decide goal is too easy Decide goal is too hard Reject feedback Feedback is ignored Feedback is ignored
  8. 8. Bjork on feedback • Empirical evidence suggests that delaying, reducing, and summarizing feedback can be better for long-term learning than providing immediate, trial-by-trial feedback. • Numerous studies—some of them dating back decades—have shown that frequent and immediate feedback can, contrary to intuition, degrade learning. Learning vs Performance (2013)
  9. 9. A-Z or Satnav?
  10. 10. Specific, detailed, immediate feedback to encode success Beginning of a course End of a course Delayed, reduced and summarised feedback to promote memorisation Feedback has been internalised The Feedback Continuum
  11. 11. Less marking, more feedback • How long does it take to mark an essay? • What happens to the marking after work is returned? • What could you do instead?
  12. 12. The problem with judgement • There is no absolute judgment. All judgments are comparisons of one thing with another • At best our judgments are ordinal. We can place things in an order, but scarcely more than this… Donald Laming, Human Judgment: The Eye of the Beholder
  13. 13. The problem with judgement Which is worst? 1. Forgetting to mark students’ books 2. Turning up late for a lesson 3. Cheating in an exam
  14. 14. The problem with judgement Which is worst? 1. Punching a child 2. Embezzling money from the Pupil Premium account 3. Cheating in an exam Decontaminating Human Judgments by Removing Sequential Dependencies
  15. 15. The task
  16. 16. Swindon Academy Yr 5 students
  17. 17. Signal vs noise?
  18. 18. Phds vs teachers
  19. 19. it was(?) the goblet lay close by, so close he simply could not resist it. He snatched it before ran for his life. And even as he ran an idea came into his head. This gift for his master, the(?) goblet would be a perfect (?) But the dragon through his perfect? scales had felt the loss of the treasures. When the dragon wakes but the skin is as red as a tomato he is as big as a sky scraper. to(?) and he smell of gold
  20. 20. Why do we need coordinates?
  21. 21. Proof of progress Progress relative to other schools (Mean GCSE grades 1-9 proofofprogress.co.uk
  22. 22. Key points • Marking and feedback are not the same thing • Feedback is always powerful but not always positive • Less might sometimes be more • Comparative judgement may be a better use of teachers’ time
  23. 23. @LearningSpy learningspy.co.uk ddidau@gmail.com

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