Moving from Marking to Feedback

Slides:



Advertisements
Similar presentations
Some Questions? What is Assessment for Learning?
Advertisements

Completing the cycle: an investigation of structured reflection as a tool to encourage student engagement with feedback Jackie Pates Lancaster Environment.
Correction, feedback and assessment: Their role in learning
Report Writing. Read all the school documentation relating to reports Read all the school documentation relating to reports Be aware of all deadlines.
Ofsted Preparation Session 3 Progress in Lesson. What Ofsted are looking for Q6 Make accurate and productive use of assessment Q6 (A) Know and understand.
Reflect on our progress since OFSTED (focus on assessment) Identify areas in which each of us can make assessment more effective.
Mixed Ability Teaching Why? What? How?. Made to Measure Report 22 nd May 2012 Children’s varying pre-school experiences of mathematics mean they start.
Effective Marking & Feedback in Writing
Crampton OFSTED “The school vision is evident everywhere and mutual respect and success for all are at the heart of the school’s work”.
Perceptions of the Role of Feedback in Supporting 1 st Yr Learning Jon Scott, Ruth Bevan, Jo Badge & Alan Cann School of Biological Sciences.
Discussion examples Andrea Zhok.
Assessing Pupils’ Progress (APP) in English Workshop: Introducing APP February
Effective Questioning in the classroom
BOOK MONITORING NUMERACY STAFF INSET SCHOOL NAME DATE OF INSET.
Using formative assessment. Aims of the session This session is intended to help us to consider: the reasons for assessment; the differences between formative.
Ian Hodgkinson HMI 19 June 2015
The Maths Pipeline Programme for the FE and Skills Sector
Feedback and Next Step Marking
Stockton Primary School OFSTED Inspection November
Marking Less to Achieve More
Key Stage 3 National Strategy Foundation Subjects MFL: optional module 5.
Claire Ridsdale, Teaching & Learning Adviser (Literacy
Improving standards in learning and teaching: the role of the subject leader in moderating work samples.
Methodologies. The Method section is very important because it tells your Research Committee how you plan to tackle your research problem. Chapter 3 Methodologies.
The task stage The task stage They do the task in pairs or in small groups. TEACHER SHOULD: Make sure ss are clear about the objectives, and that they.
Jane Jones HMI The Product of Testing Times Primary NAMA conference 2007.
Carolyn Carter
Auriol Junior School Guidance for Marking
Primary.  There was a greater level of improvement in Literacy than Numeracy for both FSME and Non-FSME pupils.  Boys showed a greater level of.
Assessment ModellingTasks LessonsAssessment Reflecting.
Changes to assessment and reporting of children’s attainment A guide for Parents and Carers Please use the SPACE bar to move this slideshow at your own.
©The Highland Council/Eric Young The Highland Council Learning and Teaching Reflection Framework Embedding Formative Assessment so what are the pupils.
Why bother giving feedback?. How not to provide feedback?
Assessment Information Evening 17 th September 2015.
Planning Visible Learning Focus
Assessment: Marking and Feedback How to evidence progression effectively.
Your Assessment Policy. Key Phrases – That you could consider and use in your policy Key Phrases – That you could consider and use in your policy Key.
Marking to raise achievement CPD – 11/3/15 Self and Peer Assessment CPD – 11/3/15 Self and Peer Assessment.
LITERACY ACROSS THE CURRICULUM LITERACY ACROSS THE CURRICULUM St Mary’s RC High School.
Marking to improve student outcomes. Marking and feedback – are they the same?  Marking is the annotating of a piece of written work, using words, symbols.
Marking has two core purposes. One, students act on feedback and make progress over time. Two, it informs future planning and teaching. Marking has two.
Target Language use in the Second Language Classroom.
Ronica Pardesi 30/09/08 DEVELOPING ESSENTIAL NUMERACY SKILLS IN THE FOUNDATION PHASE MISCONCEPTIONS AND THE METHODS OF REMEDIATION.
Main strand session 16 Session Sixteen Measuring Learning 1: marking; recording; reporting; monitoring Jim Rogers.
Class Observer & Feedback Training Cass Breen & Marco Macchitella.
Devising Assessment Tasks PGCE CS IT. Objectives To consider how to plan for assessment To consider progression To think about collaborative learning.
ASSESSMENT WITHOUT LEVELS Age Appropriate Learning.
Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that the review will relate directly to three different.
Support learning activities
Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that students should have provided their TP files and.
Removing unnecessary teacher workload
What is feedback?. Giving feedback “ module 17” By: Rana Rihan Submitted to: Dr Suzan Arafat.
Assessment at Grovelands
Assessment in Language Teaching: part 1 Lecture # 23
Using Peer Assessment to Stretch and Challenge
Intervention Strategies for borderline students
Feedback Maximising impact on learning Minimising teacher time
The Highland Council Learning and Teaching Reflection Framework
SM Disadvantaged pupils are not routinely getting the extra help they need in lessons to accelerate their progress. Wide variations remain in the levels.
Observing Behavior: Formal Observational Systems
GIVING FEEDBACK VERBAL AND WRITTEN.
Assessments TAP 1- Strand 5.
‘How can we use crib sheets to improve marking and develop better feedback?’ Rationale ‘Less marking, more feedback’ – Efficiency with maximum impact.
(Guidance – Ofsted, updated 12 April 2018,
“Good feedback should be more work for the recipient than the donor…”
Autumn Term 2018: Ofsted recommendations:
Raising standards, improving lives
FEEDBACK Dr. Mohammed Moizuddin Khan Associate Professor.
Welcome to Oldway! Please help yourself to refreshments…
School Review – Monitoring visit from Ofsted
Presentation transcript:

Moving from Marking to Feedback Michael Tidd www.primarycurriculum.me.uk @michaelt1979 michaelt1979.wordpress.com

“Assessment for learning” Purposes of Assessment EEF Toolkit advice on feedback Learning from mistakes (mine!) Hidden feedback An alternative policy

Purposes of Assessment

“Assessment for learning”

EEF Toolkit

Feedback ≠ Marking Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal  ...it also has a very high range of effects and some studies show that feedback can have negative effects and make things worse. It is therefore important to understand the potential benefits and the possible limitations of this as an approach. https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/feedback/

Feedback ≠ Marking Research suggests that it should: be specific, accurate and clear (e.g. “It was good because you...” rather than just “correct”); compare what a learner is doing right now with what they have done wrong before (e.g. “I can see you were focused on improving X as it is much better than last time’s Y…”); encourage and support further effort; Be given sparingly so that it is meaningful; provide specific guidance on how to improve and not just tell students when they are wrong;

Law of diminishing returns Value → Overmarking Commenting Reading/Reviewing First glance Time spent →

The 3M’s of Marking Workload Meaningful: marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching Manageable: marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time-effectiveness of marking in relation to the overall workload of teachers. This is written into any assessment policy. Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. If the teacher is doing more work than their pupils, this can become a disincentive for pupils to accept challenges and take responsibility for improving their work.

Hidden Feedback Have another look at question 4 Are you telling me, or asking me? Check your answers to the first 3 questions before moving on Is there a better word you could use…? Can you use mathematical / scientific / geographical language to explain that in more detail? Everybody stop! Let’s look at this again… Read that sentence back to me… exactly as you’ve written it. A better word for ‘strange’? If only there were a book that listed such things.. And every time you tap a dictionary, or point to an error, or even raise an eyebrow!

From Ofsted

Verbal Feedback

A changed feedback policy

Who is it for?

What has it meant for me? Marking completed sooner Increased awareness of assessment in lessons More time for quick interventions A lighter school bag Some grateful colleagues! Some monitoring to be done – to lower workload

Michael Tidd @michaelt1979 michaelt1979.wordpress.com www.primarycurriculum.me.uk