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Marking in Perspective: Selective, Formative, Effective, Reflective

Marking in Perspective: Selective, Formative, Effective, Reflective
Marking in Perspective: Selective, Formative, Effective, Reflective Context and Motivation I’m feeling relieved, smug and virtuous because I’ve just marked some books. It feels good because a) it was overdue and, hence, was having that ‘albatross’ effect; b) for a change I am looking forward to going into my class tomorrow without feeling guilty and most importantly c) because I feel like I’ve renewed a connection with my students’ learning in a way that is hard to do any other way; I’ve done something worthwhile which always feels good. To be absolutely clear, I am a Dylan Wiliam devotee; you won’t catch me doing marking slavishly because someone tells me I should or because it looks good; I only do marking if I think I need to – and this only if I think it will make a difference. I expect my staff to have the same attitude. So, this is my current assessment of what marking should be like if we are to maximise its impact: Marking should be selective: Marking should be formative: Like this:

http://headguruteacher.com/2012/06/17/264/

Related:  assessment

Transforming Assessment and Feedback The Assessment and Feedback area of the Design Studio gives access to existing and emergent work of interest on assessment and feedback. In this area, you can explore topics associated with assessment and feedback, find out what we currently know about enhancing assessment and feedback with technology and follow links to emerging themes and outputs from the Assessment and Feedback programme. **New Briefings on Assessment and Feedback** Jisc has published four new briefings around key themes which have emerged from the Assessment and Feedback programme: Changing assessment and feedback practice with the help of technology

Making Feedback Count: “Close the Gap” Recently I have been looking again at the issue of marking. It is a hugely important source of feedback provided that we keep the volume of marking in proportion to the level of impact it can have in improving learning outcomes. I’ve discussed this in a much-read earlier post: Marking in Perspective: Selective, Formative, Effective, Reflective. What are the advantages and disadvantages of portfolio assessment? Last month on the blog I mentioned that my school was dipping its toes into formative assessment in the form of writing portfolios. Overall, I’m very happy with the way it’s going, noting the advantages I discussed in my previous post. Nevertheless, it hasn’t been all plain sailing! With this in mind, I thought a follow up post might be in order, one in which I attempt to balance the pros and cons! Formative assessment, just to get you all up to speed, covers the range of informal diagnostic tests and techniques, such as learner portfolios, us teachers can use to assist the process of learning by our learners.

REAP - Resources > Assessment Principles: Some possible candidates Additional Resources: Below are three sets of principles that might be used to guide the design of assessment in higher or further education. The first set, of which there are 11, has informed the work of the Reengineering Assessment Practices (REAP) project (www.reap.ac.uk). The second set are a more comprehensive list developed at the University of Strathclyde by the Assessment Working Group who have been tasked with reformulating the policy and practice of assessment across the institution. Marking and Workload I’ve written before about the ridiculous size of the teacher’s workload and my views on workload will colour completely what I am about to say about marking. While I haven’t looked into the empirical evidence for this, there appears to be something of a consensus about marking, based on the following points. Marking is more effective if it provides useful feedback for improvement.Marking is even more effective, if students can be made to pay attention to this feedback; for instance, by giving them time in lessons in which they have to respond to it in writing.

Two (Optimistic) Predictions for Learning in 2014 Getty The beginning of a new year always prompts list-making — resolutions, what went right last year, what can be done better in the next. How will 2013′s trends shape the year ahead? Looking into a crystal ball (and with input from experts), these are just two of many)movements we hope will take shape in classrooms across the country in 2014. Self-Directed Learning Using Digital Tools Will Take Center Stage Marking is an act of love Have you ever flicked back through an exercise book and seen the same repeated comments followed with soul numbing certainty by the same repeated mistakes? There are few things more crushing to the spirit of hardworking teachers than this dramatically enacted evidence of the fact that, apparently, 70% of all feedback given by teachers to pupils falls on stony soil. I’ve seen my fair share of books like these. Heck! I’ve been responsible for more than my fair share of ‘em! I’ve always felt guilty about marking.

Joanna's blog: a collection of thoughts about education and assessment for learning: Assessment without Levels The new national curriculum, based on knowledge and understanding, and learning mastery, creates not only challenges but also exciting opportunities for schools from September 2014 and beyond, and is signalling the most radical changes in education for decades. Ultimately, its effectiveness will be judged by the school leaders’ ability and innovative attitudes to embrace the opportunity open to them with regard to developing their own ‘broad and balanced’ school curriculum well matched to their own particular settings and situations. So far, many assumptions have been made, in particular by the press, about the concept of a curriculum based on ‘knowledge and understanding’ with references to rote learning and facts regurgitating. This is not what the new curriculum appears to be about.

What if you marked every book, every lesson? ‘God save thee, ancient Mariner! From the fiends, that plague thee thus!— Why look’st thou so?’—With my cross-bow I shot the Albatross. ropean Association for Language Testing and Assessment (Adopted 20th May 2006) The Guidelines reflect the aims and objectives of EALTA and are addressed primarily to three different audiences, namely those involved in: the training of teachers in testing and assessment classroom testing and assessment the development of tests in national or institutional testing units or centres. For all these groups, a number of general principles apply: respect for the students/examinees, responsibility, fairness, reliability, validity and collaboration among the parties involved.

Lazy Marking in Geography Its not an original thought I know, but I HATE marking. The only bit all year I enjoy is adding up the scores for my pupils’ mock exam scores and even that isnt really the marking part. Additionally, the younger the pupils the more I struggle to motivate myself to mark. I think that’s because they are more likely to just regurgitate back what I said in the lesson or they read in the book or from the webpage. So this means I am even more likely to have to write the same things over and over again. Then there is the question “Do the pupils read what I write?”

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