The document discusses ways to improve student engagement with feedback by implementing Dedicated Improvement and Reflection Time (DIRT). It notes that current marking practices do not facilitate engagement as feedback is often provided too long after work is completed. It recommends using DIRT to have students reflect on targets, answer questions to show understanding, and improve work based on feedback. DIRT time should be structured, personalized, and allow students to enhance their work before moving on to new assessments.

2. To
improve
student
engageme
nt with
our
marking
we need
more…

3. The research:
• Recording targets does not constitute „engagement‟ with next steps in
learning / meeting success criteria
• Feedback is often provided too long after the work was completed –
thus reducing it‟s effectiveness (too abstract)
• Students are encouraged to respond to teacher comments but it is often
unclear how to do this (“thanks Miss!” “I will try to…repeat
comment”)
• Students are „expected‟ to act on feedback in following assessments
without being provided with time to reflect on those targets
• Students aren‟t acting on feedback and are often receiving the same or
similar targets for improvement.

4. „The Ethic of Excellence‟ (Berger)
•Dedicated
Improvement and
Reflection Time
•Based on the principle
that if it isn‟t perfect
then it isn‟t finished.

5. Marking DIRTy style…
• Clearly identify the objective of the assessment
• Provide feedback as soon after the work has been completed
as possible to maximise effectiveness.
• Identify areas of success – where have students met the
assessment objective? – green highlighter
• Identify areas of the work that can be improved in order to
fully meet the objective – red underline
• Provide feedback comment

6. DIRTy feedback and student response…
• Dialogic questioning
• Phrase targets as questions, to which students respond during
planned opportunities in the following lesson if possible.
• Provide sufficient DIRT time to allow students to
IMPROVE their work
• Students are expected to re-write the section of the work that
requires improvement.
• Personalised and differentiated

7. Assessment Objective:
To explain the message of the cartoon using factual knowledge
and details in the cartoon.
“If it‟s not perfect it‟s not finished!”
Targets for improvement:
1) Which facts could you use to support this part of your answer?
2) Which key words could you use to improve these points?
3) How could you add more detail to this section of your answer?
4) Which details in the source could help you explain this point?

8. Then
ISN’T

10. Other DIRTy strategies
• Give students DIRT at the end of a lesson to check for
errors in spelling/grammar
• Provide DIRT to facilitate peer assessment against preagreed success criteria
• Give students DIRT during lesson time to review their
progress and decide upon next steps towards learning
objectives

11. FiSHy Peer Assessment
•Friendly
•Supporti
ve
•Helpful