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TMOxford Kev lister

TMOxford Kev lister
Cheney School
Dec 18th 2014

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TMOxford Kev lister

  1. 1. #RAG123 marking Who: Kev Lister What: Assistant Head Where: Stratford upon Avon School Twitter: @ListerKev Blog: 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: 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 #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

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TMOxford Kev lister Cheney School Dec 18th 2014


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