READING - A marked improvement? A review of the evidence on written marking. Dr Dylan Wiliam The Secret of Effective Feedback. VIDEO - John Hattie and Helen Timperley on Feedback. READING - Dylan Wiliam - The Secret to Effective Feedback. READING- Feedback Interventions- Towards the Understanding of a Double-Edged Sword.
5 key strategies for effective formative assessment. The Education Endowment Foundation. Shute- Focus on Formative Feedback. 5 Research-Based Tips for Providing Students with Meaningful Feedback. In recent years, research has confirmed what most teachers already knew: providing students with meaningful feedback can greatly enhance learning and improve student achievement.
Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of the study of learning, the role of feedback has always been central. When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing. Learning in the classroom is no exception. Both the mastery of content and, more importantly, the mastery of how to think require trial-and-error learning. The downside, of course, is that not all feedback is equally effective, and it can even be counterproductive, especially if it's presented in a solely negative or corrective way.
So what exactly are the most effective ways to use feedback in educational settings? 1. 2. 3. 4. READING - The Power of Feedback- John Hattie. READING- Guidance for managers writing marking policies. RESOURCE- Reduce Workload. READING- Less is More – Marking with a Purpose. This weekend I had the pleasure of presenting at #PedagooHampshire16.
What a delight it was. I was completely blown away by the number of people present in the room when I presented on the topic of Less is More – Marking with a Purpose. Flabbergasted even. Martyn even posted how it was standing room only… For someone as introverted as I, this was a majorly proud moment. READING- Fast Feedback. Our first Magic Monday kicked off at lunchtime with a “Pedagogy Picnic”.
I drew the short straw had the honour of kicking things off first, with a 7 minute presentation on “Fast Feedback“. Here’s a summary of my presentation. The impact of feedback in raising attainment has been well documented by academics such as Dylan Wiliam, John Hattie and more recently by the Sutton Trust Education Endowment Foundation in their Toolkit findings. Written feedback can be a time consuming task though and the purpose of this presentation was to try to pull together a variety of methods that could speed up feedback, without compromising the quality of it. I wanted to share a range of strategies, rather than focus in more detail on a few. Dylan Wiliam has said that feedback should be more work for the recipient than the donor. VIDEO- Precise Praise- Doug Lemov. READING- Feedback – Beyond Marking. One of the many lovely things about being involved in the Pedagogy Innovation team at our school is that it gives you not only permission but also an obligation to pry in to other people’s classrooms.
This term I have been looking at research on feedback and at examples of excellent feedback from around the school. One thing both recent research and our practice has in common is a move away from relying on written marking and towards other forms of feedback. I think it is unlikely that written feedback is going to be harmful in itself (although David Didau has presented research on the possibility that it could be) and I have seen examples from my own teaching where it seems to have moved kids on in their work. The problem is the opportunity cost of providing this marking.
In order to work out how we can move away from this kind of marking I think it helps to have a success criteria for feedback. For the first purpose written marking works, at best, OK. GrowthMindsetFeedbackTool. VIDEO - Critique & Perfection. READING- Oral Formative Feedback – Top 10 Strategies. Quite simply, effective teaching hinges on oral formative feedback and questioning on a lesson by lesson basis.
It appears to me that the greatest benefit of experience that I observe in excellent teachers is the recognition of how and when to elicit feedback, with the nuanced understanding of what questions to ask, how and when. I have drawn upon this wealth of experience for my top ten – indeed it is my inept stumbling near the shoulders of giants that is responsible for the whole lot! In nearly all of these examples the feedback includes all three parties possible in the class: the learner, peers and the teacher. I dispute the idea of peer feedback as an undertaking exclusive of the teacher – we are always there steering the feedback, establishing ground rules and success criteria, modifying and adjusting the feedback of peers – that is why we are the paid experts! READING- WWW, EBI & INT. This month's blogsync topic is all about marking and all entries can be seen by going to There are already some fantastic entries, none of which I will try to emulate here, but I will give my account of the marking expectations at my school and how I have gone about this task over the past half term.
Follow the #blogsync conversations on Twitter using #blogsync. On arrival at my school this September I was presented with my very own stamper to use when marking my students' exercise books/work. It is very similar to my own stamper I bought from www.primaryteaching.co.uk last year and used when marking...with one slight difference. It wasn't just a What Went Well (WWW) and Even Better If (EBI) stamper but also an 'I Need To (INT) stamper. RESOURCE- Maths Plasters.
Not my idea, but an absolute blinder courtesy of @ListerKev (Kev’s blog) and @ASTsupportAAli who originally posted about using these for literacy here Agility – The teaching toolkit.
Its working so well, I wanted to share as part of the October #blogsync 8: “Marking with Impact” … don’t get me wrong its not a panacea, but is saving me time and the novelty value means that the students are reading the comments. Every half term, we complete a marking cycle of assessments with books marked and in conjunction with the test feedback, targets are set both by the students and the teacher. As part of the cycle, weekly homework is set and marked, a peer assessment of books takes place and we also complete a book monitoring check.
Whilst doing this, I still like to write comments, but find myself repeating the same thing, so having stickers that I can just pop on the page is brilliant and saving me so much time. So far the comments I’ve done are: READING- Marking. Encouraging and evidencing dialogue. In order to make judgements of quality of teaching and progress over time, Ofsted inspectors are looking for high quality feedback which crucially is acted on by the student.
Too often what is seen is feedback without any response. Having made a conscious effort to make sure questions were being asked in feedback, and students were being given time to respond, I found that this was not always being picked up through book scrutinies. Good practice was there, it just wasn’t being seen. Inspired by the practice of @keeping18, marking plasters by @ASTsupportAAli and @ListerKev, and blog posts from @MaryMyatt, @HuntingEnglish, @learningspy and @shaun_allison I created a set of stickers that take on the characteristics of mobile text bubbles. Click here to download from the TES. Stickers are now used during feedback to ask questions by staff or peers. READING - Feedback: In Search of The Holy Grail. Over the last 6 years I have, sadly, not discovered the holy grail of feedback.
Call me a cynic but I don’t think it actually exists. This post exists merely as an account of my journey in search for it so far. READING- Fabulous Feedback. There are a number of areas of my teaching practice that I’m looking to seriously improve this year and I’ve been writing about each aspect over the last few weeks.
Perhaps of the utmost importance is feedback and marking. I am now entering my fifth year of teaching… crikey! I have been finding time after time that my marking has been taking me AGES. As an English teacher, it can soon stack up anyway but it was becoming an unmanageable beast. I was commenting and annotating and highlighting and target setting. READING- ‘Gallery Critique’ in the Classroom. “I believe that work of excellence is transformational. Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence. After students have had a taste of excellence, they’re never quite satisfied with less; they’re always hungry.” READING - Giving feedback the ‘Michaela’ way. 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: READING- Marking Crib Sheet. Recently, I have been looking at our departments marking procedures and how best to be effective markers (obviously reducing workload is key!). I designed this crib sheet as a way to provide quicker feedback to the whole classroom rather than writing comments in each book, so reducing marking time from 2-3 hours per class to less than an hour. Now I actually really do miss writing comments, leaving questions and the other bits in their books but it really wasn’t a workload issue I could continue with (especially as I have my first child on the way!). Therefore the crib sheet allows me to go through each students’ book and I make comments on the whole class sheet using the sections below. The benefits are that it gives me a snapshot of the whole class’s progress, allows me to ‘fine tune’ my lesson planning and it also gives activities and tasks for students to complete within DIRT the next lesson.
Pupils books look something like this – we do this every 2 weeks or so. READING- Improving Written Feedback. This week I gave a seminar at TeachMeet Clevedon. I am going to post more fully on my topic of teachers getting better by undertaking ‘deliberate practice‘ sometime soon. One smaller aspect of my presentation was how teachers can improve written feedback, both to improve learning and to marginally reduce the time taken to give written feedback. With the gift of more time we can free ourselves to pursue becoming a better teacher more deliberately: with reflection, planning and deliberate practice.
READING- How to Grade Writing Assignments. As the spring semester wraps up, the grading tends to pile up. As college professors, we’ve noticed that we spend a lot of time grading papers, and we worry about whether the time we put into providing feedback really helps our students learn. We discussed feedback on homework assignments in Weekly Digest #7 and featured a guest post on feedback by a math teacher. This week’s digest is dedicated to writing assignments. Specifically, how to provide feedback on writing assignments, and how to save time grading writing assignments. When we started looking for resources on this topic, we noticed that many of them provide very similar advice and converge on the same ideas.
READING- Making Feedback Count: “Close the Gap” READING - Marking for Feedback. Having assumed my current role as Head of Maths, it has been a busy first term, with a fair amount of change being introduced. READING- Whole-class marking: KS4 mock exam. Timely, useful, sustainable feedback We have been trying to develop ways of giving feedback to students that is timely, and which aids students’ progression, but (perhaps most importantly) is sustainable in the longterm for a fulltime teacher. In their guidance paper on marking and feedback, the ASCL reminds us that time is a teacher’s most precious commodity, and that the purpose of feedback is to improve student learning; marking is not for parents. Using mobile devices to give video feedback. #techtuesday Cornerstones - Feedback. RESOURCE - Student reflection sheet. VIDEO - Metacognition. VIDEO - How Thinking Works. RESOURCE - Thinking Dice.
READING- Metacognition. Post written by: NKA This post summarises ideas that were tried by teachers from the Science department following our initial Journal Club meeting. We had read about how effective metacognition and self-regulation can be in helping students to progress. We wanted to encourage them to self-assess their work, taking time to think through what they’d done and why. We also wanted them to think about what they might do differently next time. READING- More Metacognition. RESOURCE - 35 Questions for Student Reflection. Details. RESOURCE - The Plenary Producer. RESOURCE - Learning Journal. READING - 10 ways to encourage student reflection. Split Screen Teaching Optimal learning occurs when students are active participants in their own learning, rather than passive recipients of teacher-delivered content. For this to be effective, students really need to think about their learning. READING - Level Up Metacognition. RESOURCE- 'KWL' chart. READING- The feedback continuum: why reducing feedback helps students learn.
READING- Understanding why feedback doesn't stick. VIDEO- Give the Feedback Before the Race is Run. READING- Making Marking Meaningful. If your school's anything like mine (keen on progress and spreadsheets) you will have spent a good chunk of the last three weeks marking half termly assessments in order to populate trackers with percentages and feel relieved that you've met the expectations of the half termly marking cycle. But is the point of all this ticking and targets just to get numbers in a spreadsheet or is there something more to it than that? As an English teacher, I do a great deal of marking, and nowadays, I feel very cheated if I don't get at least one or two lessons out of the process.
Sometimes I can even build a whole scheme of work based on a half termly assessment, based on the following logic: VIDEO - Dylan Wiliam on Feedback. READING- Making feedback stick. READING- Marking in Perspective: Selective, Formative, Effective, Reflective. READING- Video and Verbal Feedback. READING - Why Feedback Should Come in the Middle, Not at the End. READING- Dedicated Improvement and Reflection Time. READING- Marking is an act of love. READING- Less marking, more feedback: A challenge and a proposal. READING- Verbal feedback: Telling them what to do. READING- Have We Got Feedback Backwards? READING- Feedback on feedback (and marking) We Still Don't Know What Works. READING- What should written feedback look like? VIDEO - Marking and Feedback. READING- Is Your Feedback Carefully Used, or Barely Perused?
READING- Feedback using comparative judgement. READING- ‘Post-mortem Marking’ vs ‘Live Marking’ READING- Critique – it’s a culture thing. READING- Public Critique. READING- More effective written feedback. Making Good Progress? Bloomsbury CPD Library- Marking & Feedback. The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change. Feedback Pocketbook. Thanks for the Feedback: The Science and Art of Receiving Feedback Well. Feedback: The Communication of Praise, Criticism, and Advice. Embedded Formative Assessment. Visible Learning for Teachers. Inside the Black Box. Mindset.