Jemma Sherwood jemmaths MARKING FEEDBACK Marking Feedback THE BEHEMOTH IN THE ROOM Marking is king THE BEHEMOTH IN THE ROOM When I was at school When I started teaching 2004 c 2010 ID: 678782
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SEARCHING FOR BETTER FEEDBACK
Jemma Sherwood
@
jemmathsSlide2
MARKING ≠ FEEDBACK
MarkingFeedbackSlide3
THE BEHEMOTH IN THE ROOM
Marking is kingSlide4
THE BEHEMOTH IN THE ROOM
When I was at schoolWhen I started teaching(2004)c. 2010c. 2013Slide5
A PROBLEM
We don’t actually know if marking is any goodSlide6
A PROBLEM
EEF, 2016A Marked Improvement: A Review of the Evidence on Written MarkingWe don’t know how best to mark.The quality of evidence on written marking is low.DfE, 2014Workload Challenge SurveyMarking is a key factor of teacher workload problems.53% said it was burdensome.WHY IS THIS A PROBLEM?Lack of evidence of efficacy+Time taken=Massive (potential) misdirection of timeSlide7
WHO CAUSES THE PROBLEM?
SLT51% named tasks set by senior/middle leaders a driver in workload.OFSTED53% namedperceived pressures of Ofsteda driver in workload “…particular frequency or quantity of work in books”“…any specific frequency, type or volume of marking”“…any written record of oral feedback”Slide8
ONE SIZE DOESN’T FIT ALL
Quality model of assessmente.g. history, art, music, EnglishPupils perform a task (e.g. essay) and marker judges how well they have done it.Difficulty model of assessmente.g. maths, sciencePupils answer a series of increasingly difficult questions.Slide9
SOME THINGS WE DO KNOW
Feedback is extremely importantSlide10
SOME THINGS WE DO KNOW
Careless mistakes marked differently to misunder-standingsQuick feedback is very importantFeedback (not nec. marking) is importantNot all feedback is good.
Set time aside for pupils to consider the markingSlide11
…the purpose of a formative assessment is to provide useful consequences for teachers and pupils which give them a better idea about what they should do next.
Daisy Christodoulou, Making Good Progress, 2017Slide12
WHAT ELSE COULD WE DO?
When feedback informs the teachers’ next steps it is most effectiveSlide13
RESPONSIVE TEACHINGSlide14
RESPONSIVE TEACHINGSlide15
EXIT TICKETS
What can the pupils do immediately after instruction?
What misconceptions do they have?
Where does their understanding break down?Slide16
EXIT TICKETS
MarkingUnderline or circle errors.Give prompts if you think it will be helpful to pupils.As you go, sort into piles.As you go, make a note of anything you want to address with the whole class.Resist the temptation to write the same thing on multiple ETs – if everyone’s doing it, you can tell everyone together.Slide17
EXIT TICKETS
What Next?Start of next lesson, hand back, stick into books, annotate as teacher goes through.Reteach the same topic.Spend part of a lesson on the same topic.Spend time on harder examples.Homework or regular short activities for the next few weeks.Refresher in a few weeks’ time.Slide18
EXIT TICKETSSlide19
EXIT TICKETSSlide20
EXIT TICKETSSlide21
EXIT TICKETSSlide22
EXIT TICKETS
Our PolicyMinimum 50% of lessons.Circulate in lessons, helping and correcting pupils as they work.All work is marked (self- or peer-marking) so teacher can check quality and help with mistakes.Combined with regular low-stakes quizzes, Numeracy Ninjas and half-termly assessments, pupils are getting extremely regular contact.Slide23
EXIT TICKETS
COMMENT MARKING1 classMark books once p/f30-60 mins per class set30-60 mins p/fOne targetAddress problems lateEXIT TICKET1 classETs in 50%-75% of lessons5 mins per class set20-30 mins p/fFeedback very regularlyAddress problems immediatelyUp to 2/3 reduction in marking timeMarking regularly and teaching is more responsiveSlide24
THANKS!
Any questions?@jemmaths