Marking and Feedback

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 medicore work (which is inevitable in the sub-novice work of most high-school students), marking codes can provide an apt focus to both teaching, marking and responding. 

Here you will read thoughts and examples of marking and feedback. 


An example Markbook: using Formative Data to analyse trends

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...

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