James Michie - EnglishUsing the SIR marking policy, green highlighters, Learning Objective Met stickers and Super Learner stamps to engage 10k6

with marking and feedback.

James Michie - EnglishUsing the SIR marking policy, green highlighters, Learning Objective Met stickers and Super Learner stamps to engage 10k6

with marking and feedback.

James Michie - EnglishUsing the SIR marking policy, green highlighters, Learning Objective Met stickers and Super Learner stamps to engage 10k6

with marking and feedback.

I have tried to combine the use of each of the above tools/strategies to engage my bottom set Y10 class with marking and feedback. After they have completed a piece of work that is to be formatively assessed I will take it in and mark it for both content and literacy. In terms of the content, I will use SIR to offer feedback including a strength and improvement. I try to make the improvement specific either a ‘you need to include’ statement or sometimes written in the form of a question. Literacy errors are circled or underlined within the work and the marking code is used to label the errors in the margin.In a follow up lesson I will return the work to my students and have them read through - this includes a reminder of what the task was, what they wrote and then my marking / feedback. They are then asked to complete the following two activities:To respond to the improvement target that I have set. This means they need to add to or change a part of their previous response. Correct their literacy errors, including spelling errors (dictionaries will already be on the desks for them to use, as well as literacy mats to support this process) Once they have completed both tasks, they then have to highlight their response / corrections with green highlighter.

James Michie - EnglishUsing the SIR marking policy, green highlighters, Learning Objective Met stickers and Super Learner stamps to engage 10k6

with marking and feedback.

I then take their work back in for a quick re-mark. The way that I do this is to make use of the Learning Objective Met stickers and the Super Learner stamps. If a student has completed their response to their improvement target and I feel that they have met the objective set, I simply attach a LO Met sticker. If they have managed this and also completed all of their corrections accurately they also get a SL stamp and I record the point in SIMS under ‘reflection’. They have to have completed both tasks to achieve this. If I feel that they have not completed their response effectively then I give them an updated strength and improvement, usually with an example to help guide them towards achieving their objective. This sounds involved and time consuming but because of the process, the sticker, the stamp and a bit of repetition my class have already become adept at focussing on the marking and feedback that I am giving them. Therefore, more often than not when I take their work in for the second time I am mostly using the LO Met stickers and SL Stamps rather than having to write a second strength and improvement. When I do have to re-SIR their work it is creating an informed dialogue with that student about their specific targets and also informing me about who is and is not making progress.