Why do we want to provide feedback to pupils Why do we want to provide feedback to pupils? Why do I constantly look through exercise books and check the work of my pupils? Is it #feedbacknotmarking or is it the removal of unrealistic and excessive marking policies?

I don’t Tick and flick through books with a red pen so that other people think I’ve looked at books. Mark books every 2 weeks with WWW and EBI. I do Use many different strategies that provide feedback to pupils. Constantly look and check all my books to inform my planning. If I plan my lessons very well, then pupils will make progress.

Short, Recall Snapshot Assessment I record a mark I circle the questions they need to repeat I can choose to give model answers as a class or they use their KO Short, Recall Snapshot Assessment

Short, Recall Snapshot Assessment Pupils used KO to correct their definitions Time for me to complete- about 2 minutes per pupil 

I write in purple or pink pen in their book as the lesson is progressing They get instant feedback Sometimes the lesson is paused to correct whole class misunderstandings I love live marking  Live Marking

Self Assessment Valuable for pupils as they receive instant feedback I can check their work in lesson or at the end to verify progress I model answers on the board.

Whole Class Improvements Followed by a task I model improvements to the whole class. They then receive a task to check they now understand the concept This is self marked

I am very pleased with your effort in your test Positives You could label an atom You could recall information about protons, neutrons and electrons You knew about the set-up for chromatography This is what you found difficult Calculating Rf values Recalling information about Mendeleev’s periodic table Q6 reading graphs about boiling points What we will do- I will give you model answers for Q5, Q6 and Rf values You need to use your knowledge organiser to correct your mistakes

Marking and Giving Feedback on a Specific Task My Yr 11s completed 2 exam questions. I marked it. We discussed it. They improved it.

Highlight important factual improvements After a True/False starter I reinforce important factual information that some/all may have got wrong Pupils highlight this The next True/False starter will test this Highlight important factual improvements

Whole Class Feedback Records I use this to inform my planning If I plan great lessons then pupils will make progress I tick off points when I have acted on it in my lesson

A, B and C acid alkali beaker colour contract chemical   D, E, F density digestion dissolve element energy equal evaporate filtration filter G, H, I height insoluble J, K, L joule light M, N, O negative neutral muscle P, Q, R physical positive product reactant reaction residue S, T, U science separate soluble solution temperature V, W, X weight Y, Z

I tick off points when I have acted on it in my lesson