Tag Archives: Marking

T&L tip: Feedback follow-up tabs

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Here’s a great tip from Molly Faulkner that’s perfect for marking review fortnight! It looks quite labour-intensive at first sight, but is actually a great time-saver and should lead to better student reflection on their blue sticker feedback. After spending ages producing beautiful formative blue stickers for this year 10 history class. Molly wasn’t satisfied with the quality of student reflection and re-drafting from some members of the class.

Instead of simply moving on, reducing the impact of all that detailed marking, Molly used book tabs to quickly annotate the exercise books and draw students attention to either incomplete reflection, like here:

complete please tab

Or the opportunity for more considered and extensive student re-working, such as here:

more tabs1

The tabs were quick to write and will help embed the expectation that blue stickers require thoughtful and full responses; creating a no excuses, no shortcuts re-draft culture that will be to the benefit of year 10 in the long-run. They also look cool.

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T & L activity of the week – Two stars and a wish

The most effective feedback provides learners with an opportunity to take on board the feedback and respond to feedback. Teachers should then provide further feedback after learners have attempted a solution.

 two stars

  • In the example above, a specific task was given as a wish in order to help the student bridge the gap
  • The student completed the task next to the blue sticker.
  • In the student response box a peer explained whether the wish had been met.
  • The teacher briefly checked the feedback.

T & L activity of the week – A4 blue stickers.

The most effective feedback is simple, focused on the task not the learner, and specific about how learners can improve, e.g. pose a question, describe the next step.

 A4 blue sticker

  • This sheet has a selection of stars and wishes on it that are highlighted based on what pupils have done.
  • The box at the bottom provides space for pupils to respond to the wish. The size of the box shows pupils the expectation for response length.

See Rose Oswele for resources.

Assessment without levels

Last week the DFE confirmed that National Curriculum levels are no more, and they will not be replaced with a new national framework in the new Key Stage curriculum. So what shall we replace them with? Blogger and Deputy head teacher Chris Hildrew shares his thoughts…

Teaching: Leading Learning

I don’t share Tom Bennett’s gleeful celebration at the demise of National Curriculum levels confirmed by the Department for Education today. In fact, I feel quite nervous about this new world with the “terrifying amount of freedom” it brings. I share some of Heather Leatt’s worry:

I believe there are some good things about the National Curriculum Levels which we need to preserve in whatever models we devise to replace them. First amongst these qualities is that they were standard across the country. I accept that their application was varied and that they were open to interpretation, but the criteria for a Level 5 in English were the same in Cornwall and County Durham. When training as…

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T & L activity of the week – Make your wish come true grids

As Hattie argues, feedback is the factor that most impacts upon student’s progress. But feedback is only useful if students act on it.

 Wish come true

Making your wish come true grids is a quick way of providing feedback based on the previous lesson task and gives students the opportunity to act on feedback. See Gemma Gordon for resources.

Making Feedback Meaningful

Fantastic post on practical AfL and self assessment in Maths.

Class Teaching

marking

The 15 Minute Forum tonight was led by maths teacher Shane Borrett (@BorrettShane).  Shane talked us through how he has been working at ‘closing the feedback loop’ with a couple of simple strategies.

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As a starting point all students are given a ‘level ladder’ (like the one above) for each new topic, which is then stuck in their exercise book.  This shows students where they are are and what they need to do in order to progress to their target level – in that particular topic. A similar document is also available for GCSE.

sbo3

At the end of each topic students are given a self assessment sheet, like the one above – again to stick in their book.  They use the level ladder and feedback that they have received during lessons to complete it.  A completed example follows:

sbo1

This encourages the student to think about their own learning against the assessment criteria and provides them with with…

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