Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

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Marking & Feedback Feedback & learner development Moving from Good to Outstanding

Transcript of Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Page 1: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Marking & FeedbackFeedback & learner developmentMoving from

Good to Outstanding

Page 2: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Marking & FeedbackFeedback & learner developmentSome teacher’s marking is not precise enough to

help students improve their work“Teachers diligently mark books regularly. However many of the comments lack specific detail or do not

require (allow/offer the chance for) students to respond in such a way that shows they understand their mistake

(or area for improvement); consequently, they do not always learn from their mistakes (or make further

progress in their target area)”

Page 3: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Marking & FeedbackFeedback & learner development

Some teacher’s marking is not precise enough to help students improve their work

“Teachers diligently mark books regularly. However many of the comments lack specific detail or do not

require (allow/offer the chance for) students to respond in such a way that shows they understand their mistake

(or area for improvement); consequently, they do not always learn from their mistakes (or make further

progress in their target area)”

Page 4: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Marking & FeedbackFeedback & development

Moving from Good to

Outstanding

Page 5: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Marking & FeedbackFeedback & learner developmentHelping our

students make the most

progress possible

Page 6: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

What does the research show?

Page 7: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

In a nutshell please John…..

Above 0.4 means it is

having a really good

impact on student

learning & progress

Page 8: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Teacher feedback – 0.73Only if the feedback is specific, easy to understand and when time is offered for students to respond to that feedback to show understanding and development.

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Students as quality self-assessors – 1.44

This means that students know how to self-assess and peer-assess. They have had clear and precise feedback modelled for them by their teacher. Not only can they support other students with kind and specific advice to improve, they have developed great self-assessment skills to allow them to use success criteria to improve their own work. They understand the importance of the learning ’journey’ and the need to see learning as a process rather than an end product.

Page 10: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

What needs to happen next?

Give students regular feedback

Model the giving of good quality feedback to students

Give students the opportunity to respond to the feedback that they have been given to show their understanding of the advice and to show progress towards achieving it.

Create quality peer and self-assessors in your classroom

ALL teachers should…

How can I lead this?

Clear and transparent marking policy. Internal QA to check it’s happening.CDT. Sharing ideas within the Faculty and on the Puzzle/STALC. Book scrutiny during internal QA. Offer subject-specific examples in your Faculty handbook.CDT. Begin developing ideas within the Faculty. Use the Puzzle/STALC to share with the school. Develop guidelines for your handbook. Track the development of this during internal QA. SEIP.This should be a bi-product of the above. Ensure work within SOW have clear student-friendly success criteria. Build-in time for this to be done properly. SEIP.

ALL

MANY

SOME

Page 11: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

What needs to happen next?

Give students regular feedback

Model the giving of good quality feedback to students

Give students the opportunity to respond to the feedback that they have been given to show their understanding of the advice and to show progress towards achieving it.

Create quality peer and self-assessors in your classroom

ALL teachers should…

How can I lead this?

Clear and transparent marking policy. Internal QA to check it’s happening.CDT. Sharing ideas within the Faculty and on the Puzzle/STALC. Book scrutiny during internal QA. Offer subject-specific examples in your Faculty handbook.CDT. Begin developing ideas within the Faculty. Use the Puzzle/STALC to share with the school. Develop guidelines for your handbook. Track the development of this during internal QA. SEIP.This should be a bi-product of the above. Ensure work within SOW have clear student-friendly success criteria. Build-in time for this to be done properly. SEIP.

ALL

MANY

SOME

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How am I being supported to lead this within my Faculty?

Learning

Puzzle

INSET – specific

workshops

Coaching, Mentoring, Outreach

STALC

PDP – encourage your team to

consider this as part of an objective (strategy)

Learning Reviews and SLT ‘focus’

Page 13: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

Why can’t someone just tell us how they want us

to do this ‘student-teacher dialogue’?

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Why can’t someone just tell us how they want us to do this ‘student-teacher dialogue’?

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Is there a ‘one size fits all’ answer? Sadly not! Here are some initial ideas though!Ebi = Specific things students can respond

to in 10-15 mins ‘DTD’ time eg. show your working out for

question 3

Re-draft the work (class or homework

activity) showing how ebi’s have been

addressed

Transferrable ebi’s – use an ebi tracker to

allow students to respond in upcoming

pieces of work

Pre-designed stickers for students to respond to exam

feedback

Students use a specific colour of pen to respond to ebi’s or make changes

Verbal dialogue stamp and students

respond in their workbooks

End of topic/unit evaluation, using

teacher feedback as a starting point

Page 16: Marking & Feedback Feedback & learner development Moving from Good to Outstanding.

How am I going to lead the development of effective

teacher feedback and student response in my

area?

Discuss

Experiment

Implement

Share

Know how it’s going

This takes time!