Marking to raise achievement - PowerPoint Presentation

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Marking to raise achievement

CPD – 11/3/15

Self and Peer AssessmentSlide2

Outstanding Marking

Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning.

OFSTED

Effective feedback can

add 8 months progress to student achievement.EEF Toolkit

You can turn up hung over every morning, wearing the same creased pair of

Farahs

as last week, with hair that looks like a bird has slept in it, then spend most of the lesson talking at the kids

about how wonderful you are; but mark their books with dedication and

rigour

and your class will fly.

Phil BeadleSlide3

What we do:

Student stamper/form every two weeks

Student Feedback loop

Marking for literacyMarking for presentation

There is some excellent practice but……we are still not consistent.

Some key areas to develop:

Marking in practical subjects and recording marking and impact.

Self-

and peer-assessment – letting the students carry more of the marking load.Setting effective feedback questions which allow students to show impact on their work.

Marking at The ManorSlide4

In your groups be ready to feedback on the following three questions;

What

is

peer assessment?What are the outcomes of effective peer assessment for

students?What are the outcomes of effective peer assessment for teachers?

Peer and Self AssessmentSlide5

Peer and Self AssessmentSlide6

In your groups be ready to feedback on the following three questions;

What

is

peer assessment?What are the outcomes of effective peer assessment for

students?What are the outcomes of effective peer assessment for teachers?

Peer and Self AssessmentSlide7

How do we enable students to be able to effectively peer assess?

Your ideas

Do you assess everything at the same time?

Peer and Self AssessmentSlide8

Students need to know what they are aiming at in order to replicate it

Peer and Self AssessmentSlide9

VCOP

SPSlide10

Model, Mark, Improve

P

oint - use more cars

Point - size of population

Expanded - how it links to wealth

Make a second point about countries using other sources of energy and add a specific exampleSlide11

Model, Mark, Improve

Write the rulesSlide12

Model, Mark, Improve

How could lower ability students be supported?

What literacy support could you provide?Slide13

Peer assess

the answer

Oil

for transporting goods and industry.

The consumption of oil varies from place due to the level of wealth (GDP). A wealthy country

such as USA use more oil as they can afford to

buy more cars. In addition a country with a

high population such as China will use more oil Slide14

Plan, Write

,

Mark, Improve

Write the

planSlide15

Peer and Self Assessment

If the marking is correct,

tick and initialSlide16

Peer and Self Assessment

Design or tweak a lesson into which you are going to effectively incorporate peer assessment

30 minutes - be ready to share Slide17

When we started working on formative assessment, or Assessment for Learning, as it’s sometimes called, we were focusing very much on feedback. So we started with feedback ‘cause that’s where the research was most clearly organised.  We then realised that in feedback, unless you asked the right question, the answer wasn’t very helpful - so questioning and feedback came into the equation together. As we worked with teachers to implement this in classrooms, we discovered you couldn’t change what the teacher was doing without changing what the students were doing, and, in particular, the importance of student self-assessment - what we sometimes call activating students as learners of their own learning… and peer assessment, or what we sometimes call activating students as teaching resources for one another… assuming a much greater salience.

Now, when we talk about peer assessment, a lot of people just assume we are talking about having kids marking each others work so that the teacher doesn’t have to do it, and people always get the wrong idea because that’s summative peer assessment. What we’ve discovered is that formative peer assessment, where students are helping each other improve their work has benefits for the person that receives feedback but also has benefits for the person who gives the feedback. Because in thinking through what it is that this piece of work represents and what needs to happen to improve it, the students are forces to internalise a success criteria and they're able to do it in the context of someone else’s work, which is less emotionally charged than your own. So what we routinely see… we see very, very commonly is when students have given feedback to others about a piece of work, their own subsequent attempts at that same work are much improved because they're now much clearer about what good work in that task looks like. So that’s been one of the real, I think, breakthroughs… is the real benefit of peer and self-assessment, is both the person who is doing the assessment, the self-assessment and the person who is giving feedback - the peer assessment.

We see students being very, very effective commentators on each others work, giving very, very sound advice. Sometimes a lot harder than the teachers would give - one of the things you would see quite routinely in classrooms is children being much tougher on each other than the teacher would dare to be because of the emotional relationships and the power relationships there, but actually they are generally, and pretty much, spot on.Slide18

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Target to improveSlide19

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Exam Question

Explain why a TNC in the tertiary sector has moved their operations to a developing country (4 marks)

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Improvement (be specific)