Marking and Feedback
Marking and Feedback
Some of the worst unthinking practice in schools is highlighted by marking policies. For example, specifying that English staff must write 6 bullet points in total for a piece of work every two weeks leads to something like 13,000 words every six weeks for your typical British-type school.
Good marking practice is, at its heart, doable. It must also see students actually responding to the marking. Finally, good marking should see students move back through books with pride and diligence.
Marking codes are an essential progress in marking practice. Not, however, simply generic comments randomised but rather a framework of language study that encourages thought about the discipline in conceptual terms. Instead of the tedium of marking
Here you will read thoughts and examples of marking and feedback.
An example Markbook: using Formative Data to analyse trends
In 2018 my school uses Go4Schools that sees us data put online for ease of analysis from our data manager. In this video I show a Markbook I developed in the UK that analysed formative data to indicate possible teaching opportunities. It also contained a self-updating...
Weekly Lesson Planning ideas: (my practice five years ago)
This is a video detailing how I planned my lessons five years ago. I am more pragmatic now, and more focused on wider teaching arcs than specifying week-by-week detail. This, however, is useful nevertheless.
Offering verbal feedback (via OneNote) makes students actually think
This term, using OneNote, I have responded to students' essays using both verbal and written feedback. It has worked well. The process is: 1) Students paste their essay on a OneNote page. 2) They then copy and paste on the right of that essay a repeat essay. 3)...
Marking and Feedback
Marking and Feedback
Example of summarising pupil voice
I do not think it is good practice to publicly reveal the results of pupil voice. However, below are the working documents where I summarised the results of my autumn term pupil voice. Its purpose is to show how I summarised the qualitative data, and how I might...
How long should it take to mark? 10 ambitions for 2013
Teaching in the UK is embroiled about the question of 'reasonable'. What is reasonable to some is not reasonable to others. For example, to create a rubric and insert it into excel takes me a minute or two. It could take others longer; they would need to judge whether...
An example of using the new markbook
This isn't an ordinary markbook. All the markbooks that I have downloaded from the TES, or teachit.co.uk, or any of the conventional resource websites are essentially digital versions of the paper version. And if something can be completed on paper with a pen, then...
10 reasons to find a new way of marking (for English teachers)
Welcome to my post about my markbook. For a time now I have tried to improve my markbook. I was seduced by the notion of cloud computing, although too long spent staring at a screen (and reduced functionality) have returned me back to excel. Having done so, I...
Using APP
One of my 10 minute tasks today is to replace one of our assessments in Year 8 (the reading of The Lady of Shalott by Lord Tennyson) with something else. Previously we were teaching PEE using the LoS. I found that the previous module (reading a class novel, such as...
Year 10 Macbeth – Prior to essay
I have been proud of how my Year 10s have approached their studies this term. Many of them will be open about how they require prompting; none of them, though, do not want to achieve. We have started with our Shakespeare requirement. Balancing the English vs English...
