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challenging pupils to do questions they can't do, rather than the Q's they can do.........

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Show me boards are great for identifying misconceptions during lessons and correcting them immediately. I always use these to practise a new grammar point before going into books.

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is it working?

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Marking policy can only be less but better if it is less prescriptive. If you HAVE to leave a target and HAVE to set a response then they aren't intuitive , they are laboured and not useful to the pupils

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i cant work this- sorry

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I tend to set students 2 targets - one about working scientifically skills and one about the scientific knowledge. Particularly during tests when there is the temptation to give too many comments

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In MFL we have to correct spelling and grammar as students are marked for accuracy in the writing exam.

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In MFL we have to correct spelling and grammar as students are marked for accuracy in the writing exam.

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Mistakes are careless slips whereas errors are complete misconceptions and are usually repeated.

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Mistakes are careless slips whereas errors are complete misconceptions and are usually repeated.

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An effective mixture of peer assessment, summative assessment, and self-assessment.

Ensuring that the students have buzz words or sentence starters to keep them on track and help focus their thoughts.

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A problem with target setting when marking is that it isn't always appropriate to give every pupil a target every time you mark, ending up with half a class needing DIT and the rest not needing it.

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Specifically praise www and highlight in green good points. 

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Specifically praise www and highlight in green good points. 

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Feedback relates to learning objective and is specific. Comments include what went well and a target for improvement. In subsequent feedback if improvement is noted praise if possible and recognise.

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Feedback relates to learning objective and is specific. Comments include what went well and a target for improvement. In subsequent feedback if improvement is noted praise if possible and recognise.

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When ever students respond to feedback, in order to avoid triple marking, I ask students to peer assess their responses to my feedback.

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A) Grading

1. I don't grade books.

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I don't grade books, I only grade tests. Each maths book receives a Quality  of Written Communication grade every time it's marked.

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Comment only marking in exercise books is most effective. Grades or levels for test or exam practice questions only.

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Comment only marking in exercise books is most effective. Grades or levels for test or exam practice questions only.

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I finds students ignore any comments if there is a grade on the page.

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We don't know if we should be giving grades but feel we have to. For feedback - we all think more consistency through school could be useful. Many think verbal feedback is very useful but is time consuming. We feel feedback is useful ie how to improve and targets. People feel flick and tick is a waste of time but we worry people will look at books and not think there's enough marking. English - using target sheets now and this is very effective. English are also using more peer assessment - and trying to be more specific. Paul says KS3 should have more reworking time as it's
to busy in KS4.

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This is a blog about marking workload. If you download this resource, please tweet this link.

In October 2014, I blogged about The Marking Frenzy, which struck a chord with many of my readers. This is a direct outcome of 'progress over time' and the 'workload' issues that are prevalent in everything that we are familiar with in all of our classrooms and schools. The DfE recently published The Workload Challenge which highlights numerous, unnecessary and unproductive tasks. Marking featured in much of this report.

In January 2015, I then shared Power from the Floor (as part of our own CPD series) which offered a common-sense approach to whole-school marking. The 5-point plan considered the following;

1. To develop high quality assessment.

2. To develop diagnostic feedback across all subjects.

3. To approach marking from a realistic, workload perspective.

4. To keep in mind a common-sense approach.

5. To ensure we are getting it right for students and teachers from the outset.

I then shared Taking A Look at Books which provided details of our plans to monitor the quality of marking and assessment in every teacher's classroom. This stage is now complete and I will share the headline messages soon. In the book-monitoring blog, I shared the following document and asked staff for their feedback...

First Draft:

The following image contains teaching and learning views of colleagues ...

Redrafted:

Following our Power from the Floor CPD session, each table ( of 10-12 staff) were asked to leave one recommendation (on each side of the document) as a first set of initial responses. Here is the collection of key ideas.

Redrafted Revisited:

Based on staff responses, I can now share our 3rd drafted document which are views amalgamated together. This will now form part of our academic (teaching and learning) forum, made up from our team of heads of faculty and heads of department. We are not yet finished with this; we want to get this right. We want to reduce workload and increase impact on marking and student progress.

Middle leaders and colleagues within faculties will now look at this more closely; homing in on the details of the dos and don't dos of marking. We will do this one more time before we launch this document to all staff. This will be supported alongside our improved Marking Policy which I will also share in due course.

Feedback:

I am blogging the final draft here for feedback from readers. Please could you consider the following questions:

1. What would you add / take away?

2. Is there a danger that publishing this information leads to a specific set of performance? Or is this a specific set of consistencies?

3. Will this guidance reduce workload and increase impact, (or not)?

Your thoughts please.

Download:

You can download the template here Marking Workload Guidance. If you do, all I ask in return, is that you tweet this link and share your own version. After all, sharing is caring!

TT.

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A Common Sense Approach to Marking | TeacherToolkit

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This is a blog about marking workload. If you download this resource, please tweet this link. In October 2014, I blogged about The Marking Frenzy, which struck a chord with many of my readers. This is a direct outcome of 'progress over time' and the 'workload' issues that are prevalent in everything that we are familiar with in all of our classrooms and schools.

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h) When and where do you mark?

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http://www.teachertoolkit.me/2015/07/08/marking-and-feedback-by-teachertoolkit/

https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf

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g) What tips would you like to share with other teachers about your positive impact on pupils outcomes through marking? 

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g) What tips would you like to share with other teachers about your positive impact on pupils outcomes through marking? 

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1. How should our decisions about the speed and frequency of marking affect the type of marking that takes place?

2. How do we balance the speed with which marking is completed against the speed with which pupils are able to act upon the feedback they receive?

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1. Do we set specific targets that can be immediately acted upon? Why is this important?

2. Do pupils understand the targets you set?

3. Are there occasions we could use coded targets to reduce workload?

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1. What is the most effective way to check that pupils understand our marking?

2. Have we attempted to assess the 'time-effectiveness' of dialogic or triple impact marking? What have you/ we found?

3. What is the purpose of responding to pupils' responses to create a written dialogue?

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1.What are the best ways to provide the time for pupils to consider and respond to written comments?

2. How do we check that pupils understand all written comments and are purposefully engaged with them?

3. Are pupils given an opportunity to redraft or improve their work after receiving written feedback, or our comments intended to improve future pieces of work? Why?

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1. What would a marking approach look like based on 'mark less, but mark better'?

2. What balance should we strike between marking for SPAG and marking for subject specific content?

3. Does our marking focus on learning objectives related to the piece of work that has been completed?

4. How could Personalised Learning Checklists help?

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1. How do we distinguish between mistakes and errors?

2. Does our marking approach require our pupils to work to remember or reach the correct answer?

3. What strategies can we use to ensure that our pupils underlying misunderstandings are addressed?

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1. What is the right balance of grades and comments in our markings?

2. Do our students ignore formative comments if there is a grade on the page?

3. Can we consider alternative ways of expressing pupils's progress to them that avoids simple grades?

4. How can we ensure that none of our students under estimate their potential and are aware of their current level of performance?