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READING- Marking is an act of love

READING- Marking is an act of love
UPDATE: After a lot of thought and reading, I’m no long convinced that marking is anywhere near as important or useful as it’s often claimed. In fact, much of it is a complete waste of time. In this post I explore the difference between marking and feedback and here I suggest that less marking might mean more feedback. October 2015 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? I’ve always felt guilty about marking. I guess if you’re marking like I used to, then it’s easy to feel like this. The big difference is DIRT. At Clevedon School, this has been formalised into Triple Impact Marking: Here are a few of my thoughts on how to change the way you think about marking and, maybe more importantly, how you go about it. and Joe Kirby has also written about how using symbols can save precious time. Don’t write out comments. So, that’s it: my thoughts on how to make marking matter. Related:  Assessment (marking and feedback)Feedback & Assessment: CollegeMy favourites

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 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. The significance of the INT part of the stamper is to ensure there is input from the student as to how they are going to action their EBIs that I write based on their work that I mark. This was the original h/w sheet.

Lazy Marking | Whenisitdueinsir This year the timetable has given me 4 Year 9 groups. I am in the middle of marking their books for the first time this term. I want to set them some early year targets, so as to focus their minds on making progress. Last year I started to use a target sheet, where they could choose from a list of possible goals to aim for. So this year I am trying a different version of this. The list is here ……Early Y9 targets Under the comment I wrote in their books, instead of writing out 2 different targets for about 120 pupils over and over again, I just wrote down 2 numbers instead. I like setting the targets like this because it has the advantages of: If anyone has any similar or different methods of target setting and lazy marking I would to hear them. Like this: Like Loading...

Marking Matters Like most teachers in the autumn term, I have set myself a few targets, some of them to do with marking. I’m going to make sure that I mark student work regularly, make it useful and get students to do something with it. In search of a bit of inspiration, I read two great blogs on this subject over the weekend. The first was by the marvellous David Didau (@LearningSpy) entitled ‘Marking is an act of love’. In it, David talks about the strategy of ‘DIRT’ – Directed Improvement & Reflection Time. This is where students are given the time during a lesson to read the marking comments of their teacher and then respond to them. The second blog was by Mary Myatt (@MaryMyatt). “When it comes to giving feedback, reasons should always be given for the comment. So, these two articles made me reflect on a flow diagram that we have used at DHS to describe ‘effective feedback through marking’. Download a copy here. The key points from it are: Like this: Like Loading...

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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. 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. Recommended blogs for further reading on Marking. Marking Matters from @shaun_allison Should I be marking every piece of work from @MaryMyatt Dirty work from @HuntingEnglish Like this: Like Loading...

Public Critique During our monthly TLCs at Temple Moor we have recently been focussing on student ownership of learning – alongside this the Learning Team have been working hard on designing and implementing a creative, realistic and purposeful assessment policy for the whole school and faculties. For me the term assessment or marking can lead to a confused message – we need to focus on feedback, specifically the quality of feedback given either by teachers or by students to each other. Peer assessment is obviously an important part of feedback and as Black and William (2009) stated one of the five major strategies for effective assessment for learning is “activating students as the owners of their own learning”. But how many times in a lesson during a self assessment activity is the feedback written or articulated by the students ineffective? …the usual comment – does the missing “it” also show that students don’t put a great deal of time and effort into their comments for each other? Public Critique

Authentic Assessment Toolbox Home Page to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning. Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment. Why has authentic assessment become more popular in recent years? After a brief overview, follow a detailed, four-step process for creating an authentic assessment. All good assessment begins with standards: statements of what we want our students to know and be able to do. Authentic assessments are often called "tasks" because they include real-world applications we ask students to perform. To assess the quality of student work on authentic tasks, teachers develop rubrics, or scoring scales. A guide to constructing good, multiple-choice tests, to complement your authentic assessments Wonder what a term means? Jon's Book

Ny i svenska skolan 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. I’ve now reviewed the impact of using these and in most cases, the students have made a comment next to the sticker saying “yes miss (or similar)” or “my bad” (in one case!) So far the comments I’ve done are: Sheila Poolton (*waves*) sent me the following which are 65 plasters to a sheet if you are looking for something smaller: Show your working out (even when using a calculator) – hereDate?

Julie.A.Ryder | The start of the journey.