NQT Marking and Feedback

Ellie Jacobs Vice Principal and Specialist Leader of Education

Which educational strategies are effective in progressing learning?

Most effective

Least effective

Peer teaching (students teaching each

other) Feedback

Behaviour interventionTA support

Repeating a year Extend the school day

Homework1:1 tuition

Sutton Trust Learning Toolkit July 2012 Sutton Trust Learning Toolkit July 2012

Strategy Equivalent gain/ loss in months Feedback + 8 months ( and it is cheap to do!)

Peer teaching +6 months ( expensive)

1:1 tuition + 5 months ( very expensive )

Homework +5 months ( very cheap to do)

Behaviour intervention +4 months ( very expensive)

Reduce class size +3 months ( very expensive)

Extend the school day + 2 months ( very expensive)

TA support 0

Repeat school year - 4 months ( and mega expensive)

http://educationendowmentfoundation.org.uk/toolkit/

Why can marking & feedback be so effective?

What are the barriers to effective marking &

feedback?

What does the research tell us ? • A huge amount of evidence suggests marking &

feedback ( when carried out effectively) are instrumental in student learning.

• Educational researchers for example, Hattie, Marzano, Sadler et al all agree with Black and Wiliam (1998) who concluded:

1. Formative assessment methods have some of the highest effect sizes found in education

2. High quality feedback has more effect on the weakest learners ( therefore reducing drop out rates and disengagement)

3. Common practice in formative assessment is not good practice .

This sessionSpoof

assessment Peer

assessment Self

assessment

Teacher comment marking

Q&A Ideas

carousel Modelling

Make the cocktail stick disappear

• http://www.youtube.com/watch?v=GbgovXw4cnw

Ladder method of modelling Ladder method of modelling

Teacher draws students together to explore learning

Students pair up with their talk partner and explain/ discuss task. This is valuable time for the teacher to

circulate and check for comprehension of skill

Teacher models ideas and answer on board drawing on student responses . Opportunity to explore

misconceptions. Students can see the expected outcome.

Teacher poses question/ research idea to students Think time given . Students have time to share initial

thoughts with each other. Little teacher in put

Construct an opening paragraph for a fairy tale to be enjoyed by 5 -7 year olds.

Agreed success Criteria Agreed success Criteria

Once upon a time, in a magical land, lived a Prince. Prince Jack had everything money could buy, apart from a beautiful princess. The Prince had tried everything to find his one true love including joining match.com. Nothing had helped Jack find love, but still he refused to give up his dream. Years passed and Prince Jack carried on hoping for love. Everyday he visited his local Tesco store and bought 1 red rose. Everyday he handed out the rose to a would be Princess. One day, …………..

Using your agreed success criteria assess the piece of writing.

Provide feedback using the WWW( what went well x2) and EBI( even better if x1) model

A B

Success CriteriaSuccess CriteriaThe student has :

Explained the Doppler Effect in a clear and concise way Used a diagram and or a clear analogy to explain Doppler EffectIncluded ( and correctly spelt) Doppler, pitch, frequency, and

wavelength.Used standard English with high standards of SPAG

C

Deliberate Mistakes

1. What is wrong?2. Why is it wrong?

3. How are you going to correct the mistake?

11 + Y = 20 20+11 = Y

Y= 31

Add deliberate mistakes to your spoof assessment task. Students can work on their own or pair up ( you decide).

Students have to answer the three questions below. Once they are certain of their answers they can travel to other pairs and add to their original work . Re -drafting is a very

powerful assessment tool.

Spoof assessment Spoof assessment • Use previous students work or make it up ( remove names!) • Can be really helpful to all be using the same work so you can

discuss it as a class. • Add deliberate errors to reinforce teaching points- errors

make great learning exercises! • Best done in small groups so students can support each other

then use snowballing to share ideas • When students become more confident carry out the initial

stage of spoof assessment alone and then share ideas.• Use different spoof assessment pieces and ask students to

allocate grades/ levels based on descriptors great for modelling expected outcome

• Use highlighters & post it notes. White boards are also really handy for this

Peer assessment Peer assessment

Swap with a neighbourRate the house out of 10

Great peer assessment ?

Peer assessment is highly effective when done well. Research shows effective peer to peer

feedback is twice as powerful as teacher feedback . Research also indicates students take greater pride in work that will be peer

assessed .

Research shows that 75 % of all peer feedback actually reinforces

misconception and halts learning ! Be very careful as you may be doing more

harm then good

Peer assessment What has worked for you?

What has not worked?- why?How have you set up your students for effective peer

assessment? Top tips for others ..

Peer feedback is not ...... Students swapping books and going tick crazy! There is no

learning happening! Going to happen effectively if clear success criteria are not

agreed upon & understood by students understood by students Will not be effective if ground rulesground rules are not established

and stuck to Something dropped into a lesson it must be built up to

and modelled using spoof assessment activities. A way of reducing your marking load ( but in time it will!) A easy task for students so be prepared to chunck the

process and don’t give up!

What do I need to add or change to make my fish more

realistic?

Establishing Ground Rules Establishing Ground Rules

“Maybe make the mouth rounder and have bubbles coming out.”

“Draw some scales on the fish.”“Do some fins.”

“Make the tail bigger and draw little lines along it so we can see its texture.”

Is the feedback friendly, specific & helpful ?

Peer assessment Ideas Peer assessment Ideas • Peer assessment in groups • Snowballing peer assessment to a best answer• Use of a grade gallery • Peer assessment with model answer• Peer assessment using a pro-forma/ success

criteria • Peer assessment by swapping with neighbour

(be cautious here!)• Peer editing in pairs • Peer assessment focusing on skill not outcome

Grade Gallery Grade Gallery This is an idea from a Art/DT teacher-it

can be applied to any subject

Reasoning is key

Clear success criteria that have been shared and understood

Targets are linked to SC which make them manageable

Marking parties can be used where student work is sent around the groups and is peer assessed multiple times. Needs to be carefully

set up with strict ground rules

Peer assessment after a test. Write down who got the answer correct & then students peer teach each other

Has your partner…

First assessment

After improving

Level

Given a description of the person’s hair and eyes? -

Given any extra details about what the person

looks like?-

Described the person’s personality? -

Written 1-2 sentences? 3c

Written at least 3-4 sentences? 3b-3a

Spelled most words correctly? 3b-3a

Used connectives (and, but, because)? 3b-3a

Used a dictionary to find out some new words? 3b-3a

Adapted phrases you had learnt to say something

new?3b-3a

Used adjectives correctly (changed the ending if

they’re describing a girl)?3a

Used quantifiers (very, quite, a bit) 3a-4c

Does this work include…?

What you

think

What your partner thinks

Level

Accurate spelling. 3b-3a

Connectives (et, mais, parce que) to link sentences together. 3b-3a

New words found in a dictionary. 3b-3a

Quantifiers (très, assez, beaucoup). 3a

Opinions (j’adore, j’aime, je n’aime pas, je déteste, je pense que). 3a-4c

Reasons for opinions (parce que c’est…). 3a-4c

Correct word order for adjectives (after the thing they’re describing, except for BAGS adjectives). 3a-4c

Correct adjective endings (change the endings for feminine & plural) 3a-4c

Peer Assessment Feedback

House & Home Writing Homework

Self assessment What has worked for you?

What has not worked?- why?How have you set up your students for effective peer

assessment? Top tips for others ..

Self assessment Self assessment Makes

students aware of goals

Helps students to know the areas of

development

Gives a sign post to their next learning

steps

Encourages students to take responsibility for

their learning

Allows students to understand what

“good” work looks like & the skills

needed to produce such work

Self assessment Ideas • Self assessment using mark scheme/ assessment

criteria/ model answer/ exemplar• Self assessment in pairs/ groups using model

answer/mark scheme• Self assessment against learning goals • Self assessment using video model• Using reflective journals & personal targets • Self assessment using traffic lights ( be careful!)• Self assessment against targets learned from an

exemplar

Use this chart to assess your work. You need to be honest about your work, attitude and what you feel you have achieved. Give your self a mark for how well you have followed

instructions, class rules work that you have done and the contribution that you have made to class and group work. Your mark will be out of 5 – try to be honest about what

you have accomplished.5 4 3 2 1

I talked off taskand didn’t really focus on what I

was doing. I know I

could do better and that my work

wasn’t as good as it could have been. 5 is the best grade for my

work because I needed to put in more effort and

what I did do wasn’t

good enough for what was expected

of me. I need to focus on

the lesson and getting work done

well.My attitude to

learning needs to urgently improve

so that I can succeed.

I didn’t reallycontribute to

Class discussion or

work. I didn’t focus all the time on what

I should have been doing, perhaps I got distracted. I

need to concentrate more and work harder

in class. My attitude to

learning is holding

me back.

I answered a few questions or I

tried to discuss the task.

My work is nearly finished but not

as complete or as neat as it could

be. I was on task for

most of the lesson

and will try more next time to

achieve at my full potential.

I did work in class and I did answer

questions. I helped my group by my positive

attitude or by my positive

contributions. I completed most of my work. I am going to get a 1

next time because

I know that I can really focus and

that I can do even better.

I do need to keep targeting the right skills.

I have a good attitude to learning.

I am really pleased with my

work today. I tried to answer

questions and to focus on the task. I made a positive contribution to class and the

working environment.

I am really working and

using my time in class

to improve my

skills. I am targeting the right skills in my

work.My attitude to my

learning is outstanding and I am trying hard to

succeed.

A rubric is very useful for students

assessing exam work.

You may well have to alter the language

used to make it student friendly

Self assessment reflection at KS5

using thinking hats

Students set themselves a

target which is then reviewed in conjunction with

the teacher 2 weeks later

This is used to self assess understanding through the lesson. Students decide their level of understanding, but there needs be regular assessment tasks to put this to the test. It is no good students ticking and then not being able to complete

a task .

Things that went

really well in

the task...

..

I would rate my teamwork................./10 because

I found the lesson ..................

A skill I have developed is ....

This lesson I have learnt…….

I really enjoyed

.................

A very simple self assessment activity used as a mini plenary throughout the lesson- simple yet effective!

Teacher feedback

Research tells us : • Most teacher marking time is wasted as it

does not lead to rich learning ( Black et al.)• The most able students do not receive teacher

actions ( missions to complete) that really stretch them.

• The lowest attaining students get comments that relate to superficial outcomes such as “ lovely handwriting/ you tried really hard”

• A teacher comment such as “ well done/ good work” are totally worthless

“Research has shown a clear link between the quality of teacher written feedback and students own perception of worth and ability”

Black & Wiliams , 1998

Our marking sums up our school culture

Ellie , this is Ellie , this is pig’s swill.pig’s swill.

Re – do Re – do

Black and Wiliams 1998 Black and Wiliams 1998

• Decide where the comments sit on the continuum

• Can you reason your thinking ?• Can you suggest developments to

improve the quality of feedback

Brilliant Lousy Ok, but ....

Ruth Butler’s research cited in Wiliam (1999)suggests that assigning grades or marks:

is not conducive to learningtends to undermine the motivation of weaker

students encourages students to become more

concerned with model answers or finding the right answers or trying to guess what the teacher wants rather than focusing on the learning process, their own ideas and how they can progress towards learning goals

FEEDBACKFEEDBACKPositive and exact praise for specific skill/ learning shown

Open comment with student name

ACTIONSPick out 1 / 2 ideas to develop that are explicitly linked to learning with clear & manageable next steps. Highlight yellow.

RESPONSEStudents read the teacher feedback & action carefully. Students

respond to the actions by producing a response Highlight green.

Pondering Questions How often will you mark? Marking rota? What colour will you mark in?How will you correct spellings & grammar? What

will students have to do with new spellings? What will students do with the comment they

receive?How will you interact with parents/ carers?How will students record verbal feedback?Will you use stickers for some marking? Will you record progress anywhere in the book?

Hints and tips Hints and tips A learner- teacher dialogue must be evident that allows students to act on a

specific area. This will demonstrate progress in learning. TIME must be planned into lessons for students to read, reflect and act upon

feedback You need a consistent approach to marking SPAG . Students must demonstrate

they are making progress If you are writing comments like “good/ great/ / well done” stop! A waste of time

as not specific enough Use a model that suits you such as 2 stars & wish/ WWW EBI/ + - / FAR approach .

STICK TO IT! Mark student work in the lesson while circulating – it soon adds up! Mark 10 books a night and make it a habit Use the 1 in 5 approach Plan in good quality peer and self assessment Use the “ good enough to hand in?” guide.

“ No amount of tick & flick, lolly sticks, traffic lights, peer & self assessment, or parental comment will excuse me from the fact that marking books should be my number one priority and that I should damn well stop making excuses, bloody well stop prevaricating and get on with it”

The Learning Spy http://learningspy.co.uk/

• Twitter : @NOAlearning • http://noagreatteaching.wordpress.com/• You Tube : Northox Edu • Ellie.jacobs@northoxfordshire-academy.org