1. Feedback with Impact Time effective strategies to make sure that feedback always leads to learning
C Ellison
S Fullbrook

2. School Policy Regular marking (two weeks?) as agreed by department
Formal assessments levelled
Substantial work marked with formative feedback
Formative – Formative – Summative
Time to engage with feedback / dialogue evident
School Policy

3. Range of Strategies Work may be assessed in any of the following ways:
Verbal – which is recorded by pupils then verified by the teacher when marking
Self-assessment
Peer assessment
Teacher comment, e.g. what went well, even better if.
(Directly from the policy)
Range of Strategies

6. Fonts

7. Maths adapted

9. Importance of Feedback
Dylan William – Inside the Black Box (1998)
250 journals
Based on empirical data spanning age groups, subjects and nationalities
Importance of formative assessment
Assessing without levels
Teaching informed by assessment
Use of peer and self-assessment
Importance of Feedback

10. The Research

12. Think about your own marking…
Complete the short questionnaire
Be honest… you won’t be sharing this with anyone
Think about your own marking…

13. No evidence was found showing that only awarding a grade, with no formative comment, leads to pupil progress.
A study conducted by King’s College, London, in English schools found that both high- and low-attaining pupils were less likely to act on feedback if grades were awarded alongside comments.

14. If a student is judged to have made a mistake, a number of studies from higher education and EFL recommend that it should be marked as incorrect, but that the correct answer should not be provided. One study of undergraduates even found that providing the correct answer to mistakes was no more effective than not marking the work at all.

15. No strong evidence suggests that simple acknowledgement marking (sometimes known as ‘tick and flick’) contributes to progress. Likewise, it does not appear to be beneficial to provide generic praise or praise that is not perceived as being genuine.
Tick and flick?

16. Some studies have looked at when pupils should be provided with feedback over the course of longer projects or pieces of work. There is promising evidence suggesting that pupils who receive mid-project written feedback are more likely to act on it and view it as helpful.

17. Wider evidence on effective feedback – including studies of verbal and peer feedback in schools, as well as studies from related fields such as psychology – consistently finds that the specificity of feedback is a key determinant of its impact on performance, while feedback that is imprecise may be viewed by pupils as useless or frustrating…Consistent with evidence about specificity, it is likely that short-term targets are more effective than longer-term goals.

18. The Message If it doesn’t have impact, stop doing it!
Marking should always lead to learning.
Teacher feedback is sometimes most effective but only when considered and targeted carefully.
Use a full range of strategies to fit the learning need.
The Message

19. Possible ideas

21. Go through students’ books
The 5 minute flick
Go through students’ books
Choose a piece of students’ work and share with the class
As a class, find the misconceptions and weaknesses and improve together
Students then improve their own work based on the group activity
Gallery critique
Peer assessment with post it notes
Students move around the room and give “kind, specific and helpful” tips (Berger, “An Ethic of Excellence”)
Live marking
While students are working through activities, mark books by giving feedback one to one through discussion

22. Instant feedback encouraging independence to look for own mistakes
DIRT – when they respond to the DOT

25. Group Marking Padlet.com Shared writing / shared task
Share  Share/Export/Embed tab  Save as PDF
Mark group task
Pupils write down feedback or make improvements directly
Group Marking

26. Planning for Marking Think about marking whilst planning the task
Plan to use a range of strategies to reflect learning needs
Where do pupils most need the input from you?
Where will peer/self assessment be sufficient?
Planning for Marking

27. Series of lessons looking at an exam style response on a given topic:
Activity to establish success criteria (examples, modelling, examiner report, discussion) – provides framework for assessment
Pupils produce first response
Teacher assesses
Codebreaker feedback
Shared writing
“In this piece of writing I will…”
Second attempt with verbal feedback whilst writing (dot round?)
Peer / self assessment
Example

28. Activity Think about your lessons over the next week or two
Choose one series of lessons and plan your marking across these to maximise impact
Activity