Marking-review-for-sharing. EEF-Flash-Marking-Implementation-Logic-Model. Fake Headteacher: Marking – Newsletter No.4 – Fake Headteacher. Dear Staff, Thank you for allowing me to look at your books this week. It was lovely to see a range of work in maths and literacy. I didn’t ask for topic books because these subjects are not as important even though I know you work just as hard to make these books look fantastic. I asked for three books of differing abilities. This gave you plenty of time to ensure these particular books looked as good as possible – by adding in extra bits of marking that you didn’t do at the time. Overall, I was fairly disappointed with the standard of marking in the books I looked at. In addition, I was staggered to see a ‘success criteria’ list with only four bullet points on.
I was hugely disappointed that teachers were not using the marking code fully when marking their books. In fact, the child had clearly demonstrated a good use of adverbs in the same piece of work but the teacher just wrote ‘Well done; good use of adverbs.’ Can I also add that you should be ‘deep marking’ at least once a week. Why don’t you ask pupils to do their own marking? My daughter recently said the words that every school leader dreads to hear: “Daddy, when I grow up, I want to be a teacher.” Don’t get me wrong: I love my job. But teaching has a workload problem. The last thing I wanted was to watch my daughter drowning under the piles of planning and marking that I saw staff struggling with every day. As an executive headteacher, dictating the marking policy for three primary schools in Enfield, North London, it should have occurred to me then that I might be part of the problem.
However, the penny didn’t drop until a couple of days later when I ran into one of my NQTs wheeling a suitcase out of school on a Friday afternoon. I asked her if she was going anywhere nice for the weekend. Her response was: “No, Matthew. I realised that the reason I didn’t want my daughter to be a teacher was down to something I could fix. So, how did we get to this point? It may be slightly unoriginal, but I like to blame Ofsted. Teachers were struggling. Onebetweentwo - Blog. The feedback continuum: why reducing feedback helps students learn. The effects of feedback are more complex than we often realise. 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.” We know from Kluger & DeNisi’s meta analysis that in 38% of the most robust studies they were able to find, giving feedback had a negative impact on outcomes. So what goes wrong? It’s interesting to consider the view from cognitive psychology. Like this: Like Loading... Stop writing feedback comments…..and see what happens! | Meols Cop High School. We are constantly trying out new ideas to ease workload and marking/feedback is always one area that my colleagues are keen to swop and share ideas on.
I know that others have the same concerns and that our huge blogs of shared practice are by far the most read, borrowed from and commented upon that we have published externally. I’m not going to put links in this post as they are all on our web-site and we are moving on at a rate of knots anyway. Over the Whit holiday I decided that it was time to try to suggest that we made a positive move towards trialling non written feedback. We had played at it with some great ideas already running and we had shared blogs from other schools such as Michaela to look at ideas from elsewhere whilst also setting up a well-being group and trying to reduce workload in key areas such as data collection. Could we gather evidence that we could mark better without relying heavily on written feedback from us? The example below is from a lesson with 8-1. 10 Marking and Feedback Strategies | @TeacherToolkit. What feedback techniques could you use that make students act on feedback?
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? Strategies: What feedback techniques could you use that make students think and take action? The following are 10 strategies that may help you embrace marking and feedback and most of all, help your students act on feedback provided. 1. Student work is not given a grade, or score on the work (although the teacher records a grade in their teacher’s mark-book). 2. 3.
Only accept a piece of work when it is of a specific quality. 4. 5. 6. 7. 8. 9. Verbal feedback: Telling ’em what they need to do | Learning history. 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. 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. Marking. Giving feedback the ‘Michaela’ way | Reading all the Books. I’ve written before about marking, but just to summarise: it has always been something I’ve loved doing. There was something in that Boxer-like satisfaction of ploughing through an unending pile of books, leaving lovingly crafted comments in an array of coloured pens and stickers that just looked like it would work so well.
How could pupils fail to make progress when I’d spent so many hours on them? So something I was nervous about when starting at Michaela was their approach to marking; that is, don’t do it. I’d read Joe Kirby’s blog and spoken to him at length, but remained steadfastly concerned that marking worked – if you ensured pupils acted on feedback. In my second week at Michaela, we had a department meeting where Joe brought up the excellent question: it’s great for workload that we don’t mark, but how do we make sure we’re giving feedback to make pupils’ writing better? To begin with at Michaela, I couldn’t get out of the habit of marking. Like this: Like Loading... Giving feedback the ‘Michaela’ way | Reading all the Books.
Giving feedback the ‘Michaela’ way | Reading all the Books. Stopping the Marking Runaway Train… | Mr Rees' Blog. For the last six months, like many schools, we have been reviewing our approaches to feedback and marking and this September we’ll be starting term with a revised approach. We hope that this will have a more positive impact on learning whilst reducing the workload of teachers in the school. Having been through this process, here are 10 things that I know or think about marking and feedback in no particular order: Although it is widely talked about that feedback has the biggest effect size on children’s learning, in 38% of cases feedback has shown to have a negative effect on learning (Kluger & Denisi – 1996). ‘If there’s a single principle teachers need to digest about classroom feedback, it’s this: The only thing that matters is what students do with it. No matter how well the feedback is designed, if students do not use the feedback to move their own learning forward, it’s a waste of time.’
Dylan Wiliam How did we get into this mess? ‘Feedback’ has been interpreted to mean ‘marking’. ‘Four Quarters Marking’ – A Workload Solution? | chronotope. In our new book ‘What Does This Look Like in the Classroom?’ We interviewed Dylan Wiliam on how to implement research on assessment in the classroom. A central problem in the area of assessment in the classroom has been in the way we often confuse marking and feedback. As Dylan Wiliam points out in our discussion, there is an extraordinary amount of energy expended by teachers on marking and often very little to show for it in the way of student benefit.
Although feedback is one of the most effective drivers of learning, one of the more surprising findings is that a lot of it actually has a negative effect on student achievement. A set of marked books is traditionally seen as an effective proxy for good teaching but there is a lot of evidence to say that this might not always be the case. Dylan: I once estimated that, if you price teacher’s time appropriately, in England we spend about two and a half billion pounds a year on feedback and it has almost no effect on student achievement. 1. Reducing Teacher Workload By Re-Thinking Marking-The Michaela Files, Part 1. Last week i visited London’s faintly notorious Michaela School.
A few days ago I wrote an overview framing the visit in the ‘big picture’ sense. Now I propose to begin sharing a series of posts–the Michaela Files–describing some of the useful things I learned there. As I walked through London’s Michaela School I was struck suddenly by a strong intuition—call it fear maybe–that recalled my days as a teacher in a high performing urban school. I was in my late twenties then, and my colleagues and I were seeking, like Michaela, to engineer every moment for maximum student benefit. God, we loved those kids. And they needed every ounce of what they had and what we had to have a fighting chance.
So we pushed them hard and worked long hours. So when I glimpsed the artful intentionality of every moment in student’s lives, the impeccable designed and executed systems, I feared that this was also true of Michaela. Ready for it? Teachers at Michaela do not mark student essays and other writing. What kind of feedback moves students on? Despite careful planning and checks for understanding during the lesson, students’ work will include slips, mistakes and misconceptions. Each student will have adopted different interpretations of the task, misspelled different words and reached a different point in a journey towards excellence. When we come to provide feedback, what will help? Our feedback will reflect the nature of gaps in student learning. An error may reflect one of several underlying causes: “It could be a slip – that is, a careless procedural mistake; or a misconception, some persistent conceptual or procedural confusion (or naive view); or a lack of understanding in the form of a missing bit of conceptual or procedural knowledge, without any persistent misconception.
Before deciding how to convey feedback to students, we need to identify what we want them to change. We can clarify our goals by thinking about feedback as targeting different levels of change. 1) Improving the task 3) Improving self-regulation. Guiding student improvement without individual feedback. Feedback seems extremely powerful. It is “among the most common features of successful teaching and learning” with an average effect size of 0.79, “twice the average effect of all other schooling effects (Hattie, 2012: 115-6).” Such meta-analyses are problematic (see, for example, Wiliam, 2016) and more recent reviews have offered lower effect sizes, but the overall picture is clear: “Good feedback can significantly improve learning processes and outcomes (Shute, 2008).” Anders Ericsson emphasises the importance of feedback and guided improvement in his work on expert performance: “Deliberate practice involves feedback and modification of efforts in response to that feedback (Ericsson and Pool, 2016: 99).”
Providing effective feedback is problematic however. “While feedback is among the most powerful moderators of learning, its effects are among the most variable (Hattie, 2012: 115).” Providing effective feedback to individual students is problematic for practical reasons too.