Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

TMOxford Kev lister

TMOxford Kev lister
Cheney School
Dec 18th 2014

Related Books

Free with a 30 day trial from Scribd

See all

Related Audiobooks

Free with a 30 day trial from Scribd

See all
  • Be the first to comment

  • Be the first to like this

TMOxford Kev lister

  1. 1. #RAG123 marking Who: Kev Lister What: Assistant Head Where: Stratford upon Avon School Twitter: @ListerKev Blog: http://bit.ly/ListerKev Originally shared November 2013 Updated presentation for TM Oxford 18th December 2014
  2. 2.  Others may well have been doing something similar for years.  The only part of this I know I invented from scratch is the #RAG123 hashtag.  Details of the ideas that inspired RAG123 are given in my blog. Disclaimer #RAG123
  3. 3. Feedback & marking related:  Keeping up to date with marking  Getting students involved in the marking process & building dialogue  Providing feedback that is timely and relevant. Planning & progress related:  Understanding what students can/can’t do so that the next lesson has maximum impact.  Giving attention to those students who “fly below the radar” Perpetual challenges as a teacher… #RAG123 And it seems to be getting worse in many schools… “Marking Frenzy”
  4. 4. • A way to mark books after EVERY lesson (ideally) • Simply rate based on a quick judgement: • Red, Amber, Green for effort • 1, 2, 3 for understanding • Coded as G1, A3, R2, etc • Full class takes between 5 and 15 mins • Ideally students self/peer assess and you simply review/comment • Then use the results to inform planning & intervention for the next lesson(s) So what is #RAG123? #RAG123
  5. 5. Isn’t it just logical? Doesn’t it just make sense that lots of smaller corrections have more chance of being successful than fewer larger ones? #RAG123
  6. 6.  “Marking every book after every lesson must take ages”  Actually easier to find 5-15 minutes to RAG123 regularly.  non-contact time becomes more productive!  “Just lazy marking” or “Not detailed enough for proper feedback”  Lack of written detail is overcome because the content of the NEXT LESSON(s) can be shaped to include intervention as needed.  “We are required to do dialogue marking so this doesn’t fit”  Students see the books being marked regularly so they respond more fully.  They know their comments will be seen. Typical objections (before trying it) #RAG123
  7. 7.  “Students won’t know what it means”  Once you tell them they pick it up very quickly  “Won’t work for my subject” or “We mark differently to maths”  It’s not a maths only thing – it can and is used effectively across whole schools and primary/secondary  “Ofsted wouldn’t like it”  Actually feedback from schools inspected shows generally positive comments.  One school leader has cited RAG123 as instrumental in helping his school out of special measures Typical objections (before trying it) #RAG123
  8. 8.  Get a copy here: http://bit.ly/RAG123guide Students need to know what it means #RAG123
  9. 9.  Initially it could be a quick look, review and teacher assessment What does it look like in books? #RAG123
  10. 10.  As students become more familiar they should participate in the process by self evaluating.  Useful for them to put a reason WHY they have given that rating  Teacher then reviews and agrees/disagrees What does it look like in books? #RAG123
  11. 11.  Because you see the books after every lesson a genuine dialogue can be established  Students write more because they know you see it and respond…  Student self assessment  Teacher 1st responses  Student response  Teacher 2nd response (all within 24 hours!) Rapid dialogue #RAG123
  12. 12.  Errors can be spotted and addressed next lesson…  Initial comment and RAG123 marking  Conversation in next lesson resulted in correction (student chose to cross out incorrect working) Rapid corrections #RAG123
  13. 13.  No – Formal feedback slips, homework and formative use of tests/assessments also form part of the feedback process, but it’s all helped by RAG123 Is that all the feedback they get?  More details on these on my blog #RAG123
  14. 14. Typical benefits seen Quote taken from a blog by @Benneypenyrheol, a Deputy Head & Science teacher in Swansea http://mrbenney.wordpress.com/ #RAG123 • “The positives absolutely smash any negatives out of the park: • The RAG123 is simple to understand. • You may spend more time marking but it just doesn’t seem like it. You can snatch ten minutes here and there. In a week I had spent more time marking (added up) than I would normally have. However it is so efficient that it doesn’t seem that way at all. • If you stay on after school for 5-10 minutes for each class you will never have to take marking home. No Sunday evenings ruined with hours of marking to do. • I know my class so much better than before. I know who I need to push and who may need a little bit more assistance. • Pupils value it. They really do. • You can build dialogue with the pupils. And it takes seconds”
  15. 15. Feedback on other’s trials #RAG123
  16. 16. Other feedback via Twitter #RAG123
  17. 17. Impact on progress RAG123 started here #RAG123 Difficult to find a robust control group, but where comparisons can be made the effect size has been estimated at between +0.6 to +0.7
  18. 18.  None! Seriously!  The only people who suggest negatives are those that haven’t tried it!  EVERYONE I know of who has tried it has said it has a beneficial impact in the classroom!  NOBODY who has tried it has reported an increase in overall workload!  I’ve not taken a single book home since Nov 2013! Negatives #RAG123
  19. 19.  “Can we use RAG for understanding and 123 for effort?”  Of course! But the students focus on most on the colour. The thing they can control most is effort, therefore I like to have colour for effort.  “How do I decide what qualifies as R/A/G effort?”  Main consideration is the message you want the individual student to receive.  Don’t over–think it, quick judgement and move on…if it prompts a challenge/question from the student… great – that’s dialogue!  “What about pupils taking books home for homework?”  Personally I set homework on separate sheets and keep the books. Alternatively just miss RAG123 for that lesson.  Worth considering what’s going to have more impact on their progress – your feedback or them having their book at home? Frequently asked questions #RAG123
  20. 20.  “Does it have to be done on the same day as the lesson?”  No, but ideally it’s before you plan the next lesson in detail so there is opportunity to adjust based on RAG123  “Does it have to be EVERY lesson?”  No, but it’s better if it is.  However even every other lesson or even once a week would still have benefits. Frequently asked questions #RAG123
  21. 21.  Still sceptical?  Take up my challenge…  Choose a group  Try #RAG123 for 3 lessons (yes – JUST 3!)  If you don’t see any of the benefits then go back to your normal approach to marking and feedback  Please let me know if it doesn’t work for you - (you could be the first!)  Let me know how it goes… @ListerKev Give it a try… #RAG123

    Be the first to comment

    Login to see the comments

TMOxford Kev lister Cheney School Dec 18th 2014

Views

Total views

3,239

On Slideshare

0

From embeds

0

Number of embeds

2,466

Actions

Downloads

8

Shares

0

Comments

0

Likes

0

×