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This is a research padlet. Please don't remake it!

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This is a research padlet. Please don't remake it!

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Contributed by Imogen Firth-Jones (Idea adapted from Nicola's original Feedback sheet)

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Paper 2 Question 5 adapted by Imogen Firth-Jones

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Level 1 Writing: Marking and Feedback Sheet

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Level 1 Writing: Marking and Feedback Sheet

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Level 1 Writing Feedback  & Target sheets

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Following the creation of the L1/L2 writing marking and feedback sheets, I was asked if I would create some for C&G Entry 2 and 3 levels that could be used with any text for online marking via Teams.  Here are the generic sheets and examples of progress review activities which are focusing on Activities 1 - 3 with marking & feedback sections are included .

These will be added to Teams Assignments for learners to access,  and complete.  The teachers will be able to mark and give meaningful feedback, which learners can take action from to improve their skills and understanding.  SMART targets can be created from these with clear learner understanding.

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Level 2 Writing: Marking and Feedback Sheet

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Level 2 Writing: Marking and Feedback Sheet

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Level 2 Writing Feedback  & Target sheets

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Paper 2 Question 1 Marking & Feedback Sheet

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Paper 2 Question 1 Marking & Feedback Sheet

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Paper 2 Question 2 Marking & Feedback Sheet

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Paper 2 Question 2 Marking & Feedback Sheet

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Paper 2 Question 3 Marking & Feedback Sheet

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Paper 2 Question 3 Marking & Feedback Sheet

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Paper 2 Question 4 Marking & Feedback Sheet

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Paper 2 Question 4 Marking & Feedback Sheet

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Paper 2 Question 5 Marking & Feedback Sheet

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Paper 2 Question 5 Marking & Feedback Sheet

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Please take a look at the marking and feedback sheets that I have shared within this padlet.

* What are your first impressions?
* What do you like about them?
* What don't you like about them?
* Would you use them? Why/why not?

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Please feel free to trial using any of my feedback and marking sheets.

It would be great if you could let me know the sampling size (number of cohorts and learners you trialled them with) and a summary of successes and any challenges you encountered.

The biggest question is, did the feedback make an impact  on your learners to act?

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Please share what you have created  in making feedback for impact.

You can do this by 'adding a new column' and adding content below.

Wouldn't it be great to start a collaborative space where we can share and benefit from the expertise of others?

Sharing provides an opportunity for other people to share their thoughts and first impressions with you.  They may also want to trial what you have produced and then provide a summary of its success.

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Entry Level 2 Writing: Marking & Feedback Sheet

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Entry Level 2 Writing: Marking & Feedback Sheet

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Entry Level 2 Writing Feedback  & Target sheets

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Entry Level 3 Writing: Marking & Feedback Sheet

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Entry Level 3 Writing: Marking & Feedback Sheet

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Entry Level 3 Writing Feedback  & Target sheets

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Accessible Reading Mocks via online platforms & Effortless Marking for teachers

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Accessible Reading Mocks via online platforms & Effortless Marking for teachers

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These mock papers have been either redesigned using either existing reformed content or legacy content, rewriting questions to meet reformed structure.

Texts have been modified so that both L1 & L2 learners have the same texts - differentiation is then by questioning.  L1 learners are stretched and challenged by a more involved text.

These are designed that they can be set up for a Teams Assignment, although, I believe they could work on any online platform. Learners can access them and type into them with ease.  The texts are part of the question paper so learners can scroll up and down without having to click in an out of different files and subsequently losing their place (tried and tested both ways and this structure was preferred by learners across several cohorts).
Teacher can see these being completed in real time and once completed, they can effortlessly mark them, providing clear question by question feedback.  Learners then have a clear idea of the areas they need to develop and work upon, as does their teacher.  SMART targets can then be derived from this.

Using this approach has meant that I am marking on script, online and not photographs or handwritten answers.

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21 mark question

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21 mark question

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Progress Review - L1 Writing (Healthy Lifestyle)

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Progress Review - L1 Writing (Healthy Lifestyle)

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21 mark question

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Progress Review - L2 Writing (Healthy Lifestyle)

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Progress Review - L2 Writing (Healthy Lifestyle)

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21 mark question

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Thank you for doing this - I love how clear your feedback sheets are.

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Although many of my learners are responding to feedback sheets and this is reflected within their work, many others have continued to make the same mistakes.

How can I further support learners to read and take on board feedback?

I'd read a tweet by Andy @_codexterous with accompanying blog about Whole Class Feedback  and shared example by @HaleDonal.  These inspired me to create a class feedback slide to start off lessons.  I used this one with one of my classes this week... time will tell what the impact will be.  Next steps is to measure distance travelled since implementation of individual marking & feedback sheets and whole class feedback slides.

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Please take the time to answer these questions

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Please take the time to answer these questions

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1.  What method of marking and feedback were you using before trialling these marking and feedback sheets?

2.  What successes and challenges did you experience using this method?

3.  Why did you decide to use the marking and feedback forms I'd created?

4.  How many learners have these marking and feedback sheets been introduced to? and, How have you introduced them?

5.  What impact has the feedback sheets had on the learners? What are the learners' viewpoints on these marking and feedback sheets?

6.  What changes would you suggest need to be made to these sheets?

7.  Do you have any other comments?

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Please take a look at the marking and feedback sheets that I have shared within this padlet. * What are your first impressions? * What do you like about them? * What don't you like about them? * Would you use them? Why/why not? 

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Please take a look at the marking and feedback sheets that I have shared within this padlet. * What are your first impressions? * What do you like about them? * What don't you like about them? * Would you use them? Why/why not? 

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Received from AW

What method of marking and feedback were you using before trialling these marking and feedback sheets?  I was mainly providing written feedback at the bottom of the writing, along with amendments (in colour) within the actual written work.

What successes and challenges did you experience using this method?  They were mainly successes; it’s fantastic to have such a clear overview that is directly linked to the mark scheme.  There were a few missing numbers on the Entry grids but I was able to easily amend these.

Why did you decide to use the marking and feedback forms I’d created?  Because I could see how easy they were to complete and how accessible they would be to learners.

How many learners have these marking and feedback sheets been introduced to?  I have used them with every learner who has returned recent work.

What impact has the feedback sheet had on the learners? What are the learners’ viewpoint on these marking and feedback sheets?  I will ask them this next week.

What changes would you suggest need to be made to these sheets?  I wouldn’t change anything.

Do you have any other comments?  The feedback sheets make marking more consistent. They are also a very clear reminder of the criteria that needs to be applied to each piece of work.

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Effortless Marking for teachers
These mock papers have been either redesigned using e

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Instead of giving class feedback at the start of the lesson, I delivered a session on some of some of the 'big mark questions' for the reading exam followed by some developmental word order activities including real student work extracts from the class.  They worked in pairs/threes to correct sentences and then challenged themselves to develop the writing further.

After these activities, I shared class feedback.  This appeared to have a much greater feedback as they'd been actively proofreading, editing and extending writing samples - now they had the confidence to do this with their own writing.  Written tasks from the previous week were handed back (without any tutor annotation) for learners to apply the skills they had developed within the lesson to their writing.

This week, I hope to see a marked improvement in their written work as a result of this feedback approach.

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Level 2 incl. WWW, EBI, Next Steps links to Marking code and marked work

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Level 2 incl. WWW, EBI, Next Steps links to Marking code and marked work

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Level 1 incl. WWW, EBI, Next Steps links to Marking code and marked work

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Level 1 incl. WWW, EBI, Next Steps links to Marking code and marked work

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Entry Level 3 incl. WWW, EBI & Next Steps with learner reflection

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Entry Level 3 incl. WWW, EBI & Next Steps with learner reflection