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AfL including marking and feedback

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Giving feedback the ‘Michaela’ way. The feedback continuum: why reducing feedback helps students learn. The effects of feedback are more complex than we often realise.

The feedback continuum: why reducing feedback helps students learn

While expertise and mastery is unlikely to develop without feedback it’s certainly not true to say that giving feedback results in expertise and mastery. There are few teachers who do not prioritise giving feedback and yet not all teachers’ feedback is equally effective. My understanding of the effects of feedback has grown as I’ve come to accept and internalise the profound differences between ‘performance’ and ‘learning’. If you’re not clear on these, I’ve summarised them here. Hattie and Timperley point out that, “Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.”

It’s interesting to consider the view from cognitive psychology. This might seem on first reading to contradict your lived experience. In the past I’ve used the analogy of navigation to explain this. This then is my suggestion for a feedback continuum. Giving feedback the ‘Michaela’ way. Verbal feedback: Telling ’em what they need to do.

I’ve been thinking about writing something on marking and verbal feedback for a while but put it off because so many people have covered it well already.

Verbal feedback: Telling ’em what they need to do

Joe Kirby (Joe_Kirby), Jo Facer (@Jo_Facer), Katie Ashford (@Katie_S_Ashford), Jonathan Porter (@JHC_Porter) and Toby French (Mr_Histoire) are just a few of those doing great work on it and most of what I’ve done has been based on what I’ve learned from them. Additionally, after deciding to write this I saw that Mr Thornton (@MrThorntonTeach) has made a marking crib sheet that looks similar to what we’re using but is prettier, so anyone looking for a way to apply a formalised verbal feedback policy should take a look at the impressive resources he’s producing. All that said I’ve decided to go ahead anyway, mostly because some samples of student work I shared on Twitter got some interest and had a few teachers asking how we structure it all.

Structuring Verbal Feedback We begin by reading all the work students produce in lessons. 12 Ways to Embrace Marking and Feedback by @TeacherToolkit. There are a few days left before the end of term and this is one last marking and feedback blog before the summer holidays begin.

12 Ways to Embrace Marking and Feedback by @TeacherToolkit

What feedback techniques could you use that make students think and take action? Marking has two purposes. One, students act on feedback and make progress over time. Two, it informs future planning and teaching. (Read more in our proposed Mark-Plan-Teach policy.) 10 Marking and Feedback Strategies. What feedback techniques could you use that make students act on feedback?

10 Marking and Feedback Strategies

There are a few days left before the end of half-term and feedback and marking will be required before the holidays begin. Why not try some of the following and avoid unnecessary marking in your own time. Recently, I purchased The Sketchnote Handbook: The Illustrated Guide to Visual Notetaking by Mike Rohde; sourced to help develop my blogs and tweets into content that is more interesting and engaging for everyone. Take a look at some of my other blogs featuring sketchnotes? Live Feedback in Lessons. Does live-marking have a place in the classroom?

Live Feedback in Lessons

If so, how can it be managed and what impact can it have? Teachers are bombarded with marking because it is central to their role, yet some teachers and schools yearn to mark every piece of work. Whole School Feedback Policy - The Confident Teacher. (Image based on the Education Endowment Foundation Toolkit findings) All the evidence tells us that great feedback works.

Whole School Feedback Policy - The Confident Teacher

Simple. Let’s do more of that and all of our students will gain…easy! A marked decline? The EEF’s review of the evidence on written marking. …the review found a striking disparity between the enormous amount of effort invested in marking books, and the very small number of robust studies that have been completed to date.

A marked decline? The EEF’s review of the evidence on written marking

While the evidence contains useful findings, it is simply not possible to provide definitive answers to all the questions teachers are rightly asking. [my emphasis] But then they go and spoil it all by saying something stupid like: Some findings do, however, emerge from the evidence that could aid school leaders and teachers aiming to create an effective, sustainable and time-efficient marking policy. These include that:Careless mistakes should be marked differently to errors resulting from misunderstanding. The only one of these statement that can reasonably be concluded from the flimsy research base the review’s authors unearthed is the one finding that awarding grades seems to undermine the effects of written feedback.

EEF marking review. I’ve rushed out this blog to try and take control of the narrative because in my view there are two damaging statements from the executive summary that are backed with no evidence and school leader may seize upon them.

EEF marking review

So forgive any grammar/punctuation mistakes(!) They are: 1. The use of targets to make marking as specific and actionable as possible is likely to increase pupil progress 2. Educational Leadership:Looking at Student Work:The Secret of Effective Feedback. Using new technology to support data sharing and marking. Assessment practice at East Whitby Community Primary School. Update from Emma Thom, Deputy Headteacher, Plantsbrook Secondary School. Trialling new marking strategies. Archimedean leadership (2): What are leverage observations? Or, how would Yo-Yo Ma feed back? When he travels to perform, Yo-Yo Ma also teaches.

Archimedean leadership (2): What are leverage observations? Or, how would Yo-Yo Ma feed back?

Introducing leverage observations, Paul Bambrick-Santoyo showed this example of Ma’s feedback: My introductory post raised seven problems prevalent in observations: infrequency and judgment; overwhelming feedback or lack of guidance; insufficient support implementing and sustaining change and superficial solutions. Conversely, feedback from Ma is in-the-moment, specifies how to change and brings about immediate improvement. Leverage coaching aims to create something more like a Yo-Yo Ma masterclass than a conventional observation.* Having introduced them at GFS this term, this post explains, step-by-step, how they work (from an observer’s perspective); future posts evaluate their effectiveness.

Gallery Critique. The 15 minute forum was led tonight by English teacher Jo Grimwood.

Gallery Critique

Jo started the session by sharing with us the concerns she has with peer assessment: Students don’t know how to assess work – we are the professionals, they aren’t! They’re sensitive about their friends reading their work.They’re not sure how to mark/what to say.They’re not clear on what’s good/what’s not.They give vague/unhelpful feedback, because they don’t know where/how the feedback should be focused.It doesn’t help them to understand the important areas of weakness and how to move on. So as a process, it’s not always that useful. In fact, it can often be damaging and compound misconceptions. Preparing for gallery critique. Practice Files – Making Verbal Feedback Work. I’ve written several posts about feedback – but I’ve almost never touched on verbal feedback between students, or teachers.

Unless it can be fitted into a tight structure, like a preflight checklist, I’ve avoided it: worthwhile verbal feedback seems elusive. Yet verbal feedback is ubiquitous. In the last week, I’ve been exposed twice. I’ve begun volunteering locally with primary school pupils: in two of three sessions, pupils have been asked to give feedback to one another. Hornets and Butterflies: How to reduce workload. When teachers were asked about workload, 44,000 responded. Teachers work 50-to-60 hour weeks, often starting at 7am, often leaving after 6pm, and often working weekends. Some 90% of teachers have considered giving up teaching because of excessive workload, and 40% leave the profession within 5 years. There are teachers out there working 90 hour weeks. For a school, there are great benefits to leading the way on reducing workload.

Marking is a hornet. Written marking takes up huge amounts of teachers’ time. If the average teacher marks for just over 5 hours a week, that’s 200 hours of marking a year. In a secondary school of 100 teachers, that’s 20,000 hours of marking. Written marking is non-renewable: it’s a one-off. Each written comment I put in a pupil’s book only impacts once on that one pupil. Minishant - Involving learners in creating their own success criteria.

Self and peer assessment - Dylan Wiliam. Why we’ve got planning and marking all wrong (part 2) On Thursday I published a post that largely focussed on why I think we are expending too much effort on written marking. Today I want to pick up on why one of the worst costs of that excessive use of time, is the lack of time left to devote to planning. Many people responded to both my recent polls stating that they consider marking and planning to be synonymous, or intertwined, or in some way part of the same thing. I argued previously that actually I think it is the looking at work that has the greatest impact on future teaching, not the written comments that get added to it. It seems, though, that the “informing future planning” argument has become well-used to justify the massive volume of marking.

Marking%20Policy%20-%20January%202015.pdf. Markingandfeedbackpolicy2014.pdf. Blueprint Teacher: 'So that' EBITs for peer assessed writing. I have recently taught my Year 4 English class again. Their class teacher had set them the task of redrafting a myth that they had written the previous day. I have to say I had some apprehensions prior to teaching the lesson, as they had rewritten the myth of Persephone as a Mayan myth and I was going introduce a chef themed peer assessment tool (as their topic that term was chefs).

Sustaining-TLCs-20140829.pdf. Getting on top of marking. For the first time in my 10 years of teaching, I don’t feel the stress of marking and I hope to explain how in this post. Public-critique-sheet. Why ‘triple marking’ is wrong (and not my fault) What purpose marking? Marking – for the love of it? I want to be a #SmartAss by. Marking is a tribulation in the life of every teacher. It is equally, the most constructive tool that a teacher can use to empower students and aid their learning; as well as your own teaching! How to improve marking in primary schools.

Feedback and Marking School Policies

Afl-guidance-ks12.pdf. Tickling Pink - Assessment for Learning Marking. I replied to this tweet mentioning the Tickled Pink approach our School has adopted this year. In my current role, my amount of marking is minimal as most of my work is done on iPads. However I asked our Deputy, Miss Brookes, for more information as she has been the one who has implemented it in our school. Here are her ideas behind the Tickled Pink/Green for Growth Assessment for Learning marking scheme we have adopted this school year. The idea is that you use two highlighters to mark children's work. A pink highlighter for parts of the work that have met the learning challenge/objective and green for places that need improving or could be improved. Mr P's ICT blog - Tech to raise standards!: Tickling Pink - Assessment for Learning Marking. Getting feedback right Part 3: How can we increase pupils’ effort.

I started to explore how we might make feedback more meaningful a few weeks back but then got sidetracked. 10 Assessments You Can Perform In 90 Seconds. Good assessment is frequent assessment. Marking: Boulder or Butterfly? Open book, read, tick, turn page, read, write comment, tick, tick, read, correct capital letters, tick, tick, correct spelling mistake, turn page, write comment, stamp, close book, next. And repeat. Thirty times. Then thirty more. Then thirty more. 8.4 The Self Directed Feedback. Fast Feedback. Example-1.pdf. Getting feedback right Part 1 – Why do we give it. Getting feedback right Part 2: How do we provide clarity. Using Critique to develop an ethic of excellence. Anglican Schools Partnership Effective Feedback. The Best Assessment Apps for Teachers and Education. Top 5 Ways to Explain - badly... Reflecting on teaching in 2013-14 (the routine) – what went well, what needs to be improved?

SJ Education: VERBALLY MARKING. Adventures with gallery critique. Celebrating Excellence. Assessment and feedback with ipads. Marking is an act of love. Public Critique. 8. October 2013 #blogsync: Marking with Impact! Whenisitdueinsir. Session 117 – Feedback: how can we make marking make an impact? Marking Codes. Adventures with gallery critique. The start of the journey. The 5 Minute Marking Plan by @TeacherToolkit and @LeadingLearner #5MinPlan. My butterfly: the sentence escalator. Embedded Formative Assessment - Dylan Wiliam.