1. marking, Less more feedback David Didau Collaboration in Education
Teaching & Learning Leeds - 2nd July 2016

2. What’s the difference between marking and feedback?

3. Why do we mark? Reading or marking?
To grade and summatively assess students’ performance
To help students to improve their current level of performance
To motivate students to work harder
For accountability purposes.
Reading or marking?

4. What’s the evidence?
It ain’t what you do it’s the way that you do it…

5. What Hattie actually says
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Simply providing more feedback is not the answer, because it is necessary to consider the nature of the feedback, the timing, and how the student ‘receives’ this feedback (or, better, actively seeks the feedback)
The Power of Feedback (2007)

6. Distribution of feedback effects
In 38% of studies, giving feedback actually reduced outcomes!
Kluger & DeNisi (1996)

7. Getting feedback right is hard
Response type
Feedback indicates performance…
exceeds goal
falls short of goal
Change behaviour
Exert less effort
Increase effort
Change goal
Increase aspiration
Reduce aspiration
Abandon goal
Decide goal is too easy
Decide goal is too hard
Reject feedback
Feedback is ignored

8. Bjork on feedback
Empirical evidence suggests that delaying, reducing, and summarizing feedback can be better for long-term learning than providing immediate, trial-by-trial feedback.
Numerous studies—some of them dating back decades—have shown that frequent and immediate feedback can, contrary to intuition, degrade learning.
Learning vs Performance (2013)

9. A-Z or Satnav?

10. The Feedback Continuum
Beginning of a course
End of a
course
Specific, detailed, immediate feedback to encode success
Delayed, reduced and summarised feedback to promote memorisation
Feedback has been internalised

11. Less marking, more feedback
How long does it take to mark an essay?
What happens to the marking after work is returned?
What could you do instead?

12. The problem with judgement
There is no absolute judgment. All judgments are comparisons of one thing with another
At best our judgments are ordinal. We can place things in an order, but scarcely more than this…
Donald Laming, Human Judgment: The Eye of the Beholder

13. The problem with judgement
Which is worst?
Forgetting to mark students’ books
Turning up late for a lesson
Cheating in an exam

14. The problem with judgement
Which is worst?
Punching a child
Embezzling money from the Pupil Premium account
Cheating in an exam
Decontaminating Human Judgments
by Removing Sequential Dependencies

15. The task

16. Swindon Academy Yr 5 students

17. Signal vs noise?

18. Phds vs teachers

19. it was(?) the goblet lay close by, so close he simply could not resist it. He snatched it before ran for his life. And even as he ran an idea came into his head. This gift for his master, the(?) goblet would be a perfect (?)
But the dragon through his perfect? scales had felt the loss of the treasures.
When the dragon wakes but the skin is as red as a tomato he is as big as a sky scraper. to(?) and he smell of gold

21. Why do we need coordinates?

22. Proof of progress
Progress relative to other schools (Mean GCSE grades 1-9
Progress relative to other schools measures show whether pupils’ performance has changed relative to other schools. No progress in this context means you are doing as well as everyone else. The dots show the mean and the bars show the standard error of the mean.
proofofprogress.co.uk

23. Key points Marking and feedback are not the same thing
Feedback is always powerful but not always positive
Less might sometimes be more
Comparative judgement may be a better use of teachers’ time

24. There’s nothing good or bad but thinking makes it so.
@LearningSpy
learningspy.co.uk