Write, Pair, Share: What does this have to do with marking? 'God save thee, ancient Mariner! From the fiends, that plague thee thus!— Why look'st thou so?'—With my cross-bow I shot the Albatross.   Ah! well a-day! what evil looks Had I from old and young! Instead of the cross, the Albatross About my neck was hung. 'Is it he?' quoth one, 'Is this the man? By him who died on cross, With his cruel bow he laid full low The harmless Albatross. The self-same moment I could pray; And from my neck so free The Albatross fell off, and sank Like lead into the sea. Starter: Write, Pair, Share: What does this have to do with marking?

To understand how to raise student outcomes through marking, while avoiding the albatross effect.

The three principles of good marking How can we improve our marking? Here are my three principles of effective marking: it must be timely, regular and actionable. 1. Feedback must be timely, because otherwise by the time they get it back, pupils will have forgotten all about it. Marking must be given back by the next lesson after the work was done.   2. Feedback must be regular, because the more often pupils get quality feedback, the more they’ll understand how to improve. For instance, pupils who get effective feedback once a week are likely to learn more than those who only get feedback once every two weeks. So what about pupils who get feedback very lesson…? 3. Feedback must be actionable, so that pupils can immediately put into practice the advice and guidance they are given on how to improve, and because otherwise, the feedback can get ignored. Task: Rate yourself /10 for each principle.

Solution 1: Coded marking Choose between 3-5 targets, based on mistakes that you anticipate students will have made. Mark only the final task of the lesson. There is not point tick marking every piece of work: students do not read this! Read the task and write down the appropriate number. At the beginning of the next lesson, students copy down the target matching the number. They then immediately complete a task designed to help them rectify their mistake.

Solution 2: Traffic Light Marking Mark the final task of the lesson with the colour code of traffic lights. Green is if the objective has been mastered; Amber is if the objective has been tackled, but not yet mastered; and Red is if the pupil has misunderstood, confused something or not yet got it. Display three questions / tasks on the board at the start of the next lesson. Pupils see their colour in their books and answer the colour-coded question

Solution 3: Exit Ticket Marking Mark with a code. Marking all exit tickets took 8 minutes: Got both shallow and deep right Got shallow right. Needs more help with deep. Got deep right. Needs more help with shallow. Needs more help with both.

Solution 3: Exit Ticket Marking 1: you did everything perfectly. Practice your excellent skills again. ‘Their branching horns were gilded and shone like something on fire when the sunrise caught them.’ Surface: The adjective ‘gilded’ shows that the witch’s reindeer have gold-plated horns. This shows her wealth and power in Narnia, and that she must be a very important person. Deep: The phrase ‘shone like something on fire’ shows that the author did not just want the reader to see her as wealth. The use of fire might show her as a dangerous character, possibly even as someone devilish or hellish. 2: You need to work on deep analysis. Make sure you think about the reasons why the author chose to use that language. 3: You need to work on shallow analysis. Make sure you think about what new things we learn about the story from the quotation. 4: You need work on both surface and deep. Read 2 and 3 and have another go.

Solution 4: Coded literacy marking How to mark for literacy on top of this? As well as coding the extended piece of work (SEE CODED MARKING), mark three literacy errors using the LA code. Students must fix these errors in DIRT time as well as meeting their coded target. ‘V’ – a subject specific key vocabulary should be used here. ‘P’ – a punctuation mistake ‘GR’ – a grammatical error ‘O’ – the circled word is misused ‘Sp’ – a spelling mistake ‘^’- a word is missing ‘___’ – this underlined section makes no sense

Task: 15 minute book marking ‘V’ – a subject specific key vocabulary should be used here. ‘P’ – a punctuation mistake ‘GR’ – a grammatical error ‘O’ – the circled letter is misused ‘Sp’ – a spelling mistake ‘^’- a word is missing ‘___’ – this underlined section makes no sense Task: Choose the system of book marking that is most suitable for you. Once the 15 minute timer is on, apply this in a set of books

To understand how to raise student outcomes through marking, while avoiding the albatross effect.