Marking and Feedback at Thornhill Friday 20 th January 2017 Mr Robinson, Deputy Headteacher
Content – The importance of feedback – What is effective marking and feedback – How do we do it at Thornhill – Marking for greater depth
Why provide feedback or mark children’s work?
Table of Effect Sizes Professor John Hattie (Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia)
The power of feedback o They are the mechanisms by which we are able to: o Assess children on a day to day basis – so important for the new curriculum o Check that children have understood what has been taught o Show children that their work is valued o Show children how to improve and help them to understand the next steps in their learning o Engage children in the learning process o Create a dialogue about learning between the teacher and the child Raise standards
Eliminating unnecessary workload around marking Report of the Independent Teacher Workload Review Group March 2016 Effective marking is an essential part of the education process. At its heart, it is an interaction between teacher and pupil: a way of acknowledging pupils’ work, checking the outcomes and making decisions about what teachers and pupils need to do next, with the primary aim of driving pupil progress. This can often be achieved without extensive written dialogue or comments. The quantity of feedback should not be confused with the quality . The quality of the feedback, however given, will be seen in how a pupil is able to tackle subsequent work. In summary, we recommend that all marking should be meaningful, manageable and motivating .
Outstanding, Ofsted ‘Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.’ ‘ Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.’ ‘ Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to Marking & Feedback improve.’
LQ: How can I divide? SC: C: I can organise my division using the bus stop. A: I can divide each part, carrying as appropriate. E: I can use the inverse operation to check.
' Statements rather than questions '
Explain in your own words… How do you know? What would a perfect answer look like? Is there a better/more Is it always true? efficient way of doing Spot the deliberate What do you think you it? mistake. need to learn next? What is your ‘top tip’ for this piece of learning? How would you Why does this not If you were explain it to an alien? work as well? the Marking for Greater Depth teacher…? If … is the answer, what is the question? Convince me that… Can you think of an What would you example where it change if you did it doesn’t work? What if I changed…? again? Prove it. Why did you not use…? Is … the only possibility?
And finally… “If I had to reduce all of the research on feedback into one overarching theme idea… it would be this: Feedback should cause thinking.” It requires ‘mindfulness’ – time spent thinking (really thinking) about the task, it should provide a ‘recipe for future action’ preferably broken down into small actions and it must be focused on one area or aspect at a time. (Dylan Wiliam, Professor of Educational Assessment at the UCL Institute of Education)
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