MARKING FOR LITERACY Supporting your students and making marking meaningful.

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Presentation transcript:

MARKING FOR LITERACY Supporting your students and making marking meaningful

A GAME OF ‘ARTICULATE’ (Starter)

COMPARE

CONTRAST

SOLVE

APPLY

IDENTIFY

RECORD

CONCLUDE

JUSTIFY

COMBINE

APPRAISE

FORMULATE

DISCUSS

WHAT DID THOSE WORDS HAVE IN COMMON? …They are all key words used in exam questions across a variety of subjects. Do your students know what they mean and how to use them correctly?

HOW DO YOU MARK FOR LITERACY? What do you do and/or think you should do when you mark for literacy in your subject?

- TIME! - A NEED TO PRIORITISE CONTENT - NO KNOWING WHERE TO START - NOT KNOWING WHAT THE EXPECTATIONS FOR THIS STUDENT ARE What stops us marking for literacy effectively?

Look at these marking guidelines:

Which ones creates more marking for the teacher? Which one gives more onus to the student? Annotating an error with © (Check and correct) does not give students the answer. They won’t like this and will have to find it for themselves. Good! This means they are LEARNING.

DOING THE CORRECTIONS If you build DIRT (Designated Improvement & Response Time ) into your lessons, you and your students will reap the benefits. Differentiate the support you give according to a student’s needs, not their wants or their moaning!

DOING THE CORRECTIONS Once DIRT becomes a habit, students will start making improvements in their literacy for your subject. Use literacy mats (with the alphabet on for some students) and dictionaries (large print for low ability) Get students to respond to marking in red so you can see they have done their corrections They should write their www and ebi or they won’t read your comments!

KEY POINTS  Make students proof-read work for key words before handing in, using literacy mats and/or reminder of key words. Peer marking can work well here. Be selective about what you mark for literacy – e.g. choose key words and capital letters as a minimum.  Keep marking codes as simple as possible.  Instead of taking more time to do the marking, build more time into your lesson for DIRT.  The students should work the hardest, not the teacher.