1. ‘How can we use crib sheets to improve marking and develop better feedback?’
Rationale
‘Less marking, more feedback’ – Efficiency with maximum impact
Tuning fork for class – misconceptions, issues, praise, targets etc.
Aids planning, class and verbal feedback
EEF– ‘There is little high quality research evidence to suggest that extensive or detailed marking has any significant impact on pupils’ learning’
The Basics
One sheet per class, mins to do
Scan each students books and make notes where required
Focus on identifying common mistakes and misconceptions from whole class
Aids verbal feedback and planning to fill the gaps in knowledge/skills
Uses for praise, EBI, presentation – sweating the small stuff
Students can be given a copy to stick in their books
Handwritten or use computer to keep copies if required
Tracks class progress throughout the topic
Variation with every student named if want to provide individual feedback

2. Feedback Impact Next steps
Feedback Sessions
Improved focus on feedback using a variety of activities.
Filling subject knowledge gaps through direct instruction & student collaboration
Developing and practicing skills
Modelling and redrafting exam questions
Literacy & presentation
Extension activities and completing work
Variants
Assessment Crib Sheet
Teacher only copy
Each student named and tracks exam score, DIRT activity, specific issues and overall feedback
Use to inform post assessment feedback & plan activities to fill the gaps
Aids verbal feedback
Used to track marking codes given as part of our assessment tracking
Often students not given grade but WWW/EBI – improving focus on how to improve and showing them
Feedback
Evidently we don’t plan to please OFSTED but comments are encouraging
Shared across Twitter and edublogs, a number of schools using/trailing
Feedback has been positive so far
Impact
Next steps
Considerably reduced marking time (workload win!!) which allows us to monitor books more regularly
Teachers have greater awareness of class progress and issues
Teachers are giving better feedback (and thinking about it more!) and not just writing individual comments
Helped planning, especially at GCSE to tackle new skills/content and target gaps/misconceptions
Focus on developing better feedback sessions
How can we model better? Does showing students another example always work?
Direct Instruction on misconceptions
Live feedback sessions and filling the gaps immediately the same lesson