Input MUST affect Output Students need leading from Output back to new input Staff work in pairs to assess each others rhythmic responses The 5 Minute MarkingFeedback Plan The big picture ID: 287432
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Slide1
Footloose FeedbackSlide2
Input MUST affect Output
Students need leading from Output back to ‘new’ input
Staff work in pairs to assess each others rhythmic
responses!Slide3
The 5 Minute Marking/Feedback Plan
The big picture?
(The purpose of marking for this
work?)
Key marking points
to share
with students?
Common Errors?!
Formative marking:
Re-teach?
Summative marking:
….print and scribble your way to focus on
helping students to progress
!
What?
When?
How?
Why?
Grading system:
Directed Improvement and Reflection Time?
What?
When?
How?
Student response to
feedback required?
Peer/Self assessment
opportunities
?
to
improve student learning
What is mastery for this work?
Follow up
Intervention?
Below?
On?
Above?Slide4Slide5
The knowledge dimension
Effective Feedback
Feed Up
(Where am
I going?)
Feedback (How am I going?)
Feed Forward (Where to next?)
Factual and conceptualBefore asking students to complete a piece of work, hand out four examples of the work. Ask students to rank them and give reason why.
When checking work, don’t mark each answer but tell students “ 7 correct, 3 wrong. Find the incorrect answers and correct them.”
Provide students with information about additional content needed to complete the task, “More is needed on the causes of the First World War.”
ProceduralStudents could be asked to put together a framework/scaffold for their solution/answer.
Students could be given specific instructions on
a process use, “Remember to use Point, Evidence and Explanation.” “Your work needs more quotes from the text with explanations.”
Move
ahead onto the next topic
“Look at the
next section on quadratic equations. What are the steps used to solve quadratics?”
Meta-cognitive
Using examples of work ask students to develop the success criteria for an outstanding piece of work. E.g. will they come up with, Use of audience, clarity of purpose etc.
Before handing in make sure that students check their work against the guidelines or criteria they were given. Allow time for them to improve it.Students come up with their own plan (individual or group) for the next stage that will move it on to the next level.Slide6Slide7
How do you make your criteria clear to students?Slide8
C
ontext – What does it all mean?
The big picture?
What is the purpose of marking for this piece of work / project? Try to be clear right from the beginning how the time you spend marking will improve teaching & learning.
Summative marking - Grading system: Are you going to use GCSE or A-level grades? Is it levels or have you started to think about a post-levelling world? Is it a numerical mark out of 10 or 20? Does the school, department or phase have an agreed system for teachers to use?
Formative Marking – Comment System: Do you have an agreed way of giving comments on students work - WWW (what went well), EBI (even better if), IOTI (in order to improve), three stars and a wish? Have you given thought to the key marking points, shared with students. The teacher can give comments via numbers / letters instead of writing comments in full? Will you annotate the piece of work by putting the numbers / letters against the corresponding questions / text? (Also try WWH – What? Why? How?) – also look at signs and symbols.
Verbal feedback –
Have a stamp or system in students books to record the fact that a personal 1:1 conversation took place. It will provide evidence when there is an inspection and will remind students of the conversation later in the year and they will be able to reflect on your words.
Key marking points to share with students? This is absolute critical. First of all teachers and then learners need to be clear what marks can be gained for. It’s all about teacher clarity. Sharing the key marking students with learners before they start the work will really help improve their work.
Don’t forget to include a bit of “spoof assessment” to help learners understand what the key marking points are. You can give learners two answers of different quality and get them to assess them using the key marking points – can they grade the work and give reasons why. OR give them the different pieces of work and get learners to rank them, identifying the main reasons why one was better than the other – what are the key marking points?
Common Errors – identifying common errors across a number of learners’ work is an important part of diagnostic assessment and links to other parts of the #5 Minute Marking Plan – Re-teach, Student Response to Feedback and What Should be Changed in Activity /
SoW
.
Re-teach –
is there an important part of the module, topic, lesson that learners just haven’t got. Don’t worry it happens to all teachers. The important thing is to spot the “gap” in learning and then go back and address it again. Plan the re-teach: What, When, How & Why?Slide9
C
ontext – What does it all mean II?
Re-teach –
is there an important part of the module, topic, lesson that learners just haven’t got. Don’t worry it happens to all teachers. The important thing is to spot the “gap” in learning and then go back and address it again. Plan the re-teach: What, When, How & Why?
Student Response to Feedback Required? – Once you’ve spent time putting comments on learners’ work they must go back and either correct errors or redo areas of their work that needs improvement. A good strategy is to give students time to correct / redo the work during the lesson when the work is handed back – this is a key part of them improving and learning. Think about it, every student has a personalised action plan of
ebi
/ ioti / a wish (or two) to work on.
What should be Changed in Activity / SoW –
Is there a gap between the learning you wanted and what actually happened when you looked at the work submitted by the learners? Think about the activity or scheme of work – are some tweaks needed or a major rethink? What do colleagues think who have also taught the activity / SoW
? This is a powerful way to improve the teaching programme whilst things are still fresh in everyone’s mind.Peer/Self Assessment Opportunities – Learners need to develop these skills and it’s worth investing time in particularly as part of a whole school / department / phase approach. Make sure the learners have the key marking points available to them. Try to get to the point where before you mark a very important learner’s piece of work it has gone “self, peer, self” in terms of assessment & improvement before you look at it.
What should/should not be marked –
This can be a hard one for teachers. We want to mark everything but quality and quantity can create problems. Go back to “The Big Picture”. Why are you marking, what will add most value to the teaching & learning?
DIRT – Directed Improvement and reflection Time
– Improvement cannot be made unless you also think about the time and space for students to do this. It does not work most of the time if you rely on students once they leave the room. You need to plan the reflection as well as the mechanisms for feedback.
Gritty Editing
– Allowing a mechanism in class for students to carry out their improvements in a quiet and reflective way. To be effective there needs to be personalised items that students must reflect on and carry out.Slide10
Now make your DIRT shine