Personalised feedback vs consistency : the role of electronic marking and feedback .
Marking & Feedback Feedback & learner development Moving from Good to Outstanding.
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Transcript of Marking & Feedback Feedback & learner development Moving from Good to Outstanding.
Marking & FeedbackFeedback & learner developmentMoving 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)”
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)”
Marking & FeedbackFeedback & development
Moving from Good to
Outstanding
Marking & FeedbackFeedback & learner developmentHelping our
students make the most
progress possible
What does the research show?
In a nutshell please John…..
Above 0.4 means it is
having a really good
impact on student
learning & progress
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.
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.
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
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
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’
Why can’t someone just tell us how they want us
to do this ‘student-teacher dialogue’?
Why can’t someone just tell us how they want us to do this ‘student-teacher dialogue’?
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
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!