Marking Policy by Kate Jackman https://padlet.com/kjackman/4r0y4eeh2aw4 Reviewing the evidence on written marking EEF en-us 2017-01-09 22:16:03 UTC 2018-01-15 16:52:53 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Dartstarget.png a) Grading kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146135171 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?]]> 2017-01-09 22:18:31 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146135171 b) Corrections kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146135557
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? ]]> 2017-01-09 22:22:07 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146135557 c) Thoroughness kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146135745 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?

]]> 2017-01-09 22:24:06 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146135745 d) Pupil responses D.I.T kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136028
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?


]]> 2017-01-09 22:26:56 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136028 e) Creating dialogue kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136321
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?]]> 2017-01-09 22:29:48 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136321 f) Targets kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136565 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?]]> 2017-01-09 22:32:18 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136565 g) Frequency and Speed kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136760 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?]]> 2017-01-09 22:34:08 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146136760 g) What tips would you like to share with other teachers about your positive impact on pupils outcomes through marking? kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146137028 2017-01-09 22:36:25 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146137028 Have a look at this... kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146138093
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


]]> 2017-01-09 22:47:22 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146138093 kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146138426 h) When and where do you mark? ]]> 2017-01-09 22:51:44 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146138426 kjackman https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146138499 2017-01-09 22:52:47 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/146138499 https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149066983 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. ]]> 2017-01-24 16:17:16 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149066983 Inset discussions https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149075965 I finds students ignore any comments if there is a grade on the page.




]]> 2017-01-24 16:37:04 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149075965 Comment only marking in exercise books is most effective. Grades or levels for test or exam practice questions only. https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149077801 2017-01-24 16:41:15 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149077801 teachingstaff https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149077815 I don't grade books, I only grade tests. Each maths book receives a Quality  of Written Communication grade every time it's marked. ]]> 2017-01-24 16:41:17 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149077815 https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149078004 A) Grading

1. I don't grade books. ]]> 2017-01-24 16:41:50 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149078004 Responding to feedback https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149078060 When ever students respond to feedback, in order to avoid triple marking, I ask students to peer assess their responses to my feedback.]]> 2017-01-24 16:42:03 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149078060 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. https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149078534 2017-01-24 16:43:14 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149078534 Specifically praise www and highlight in green good points. https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079169 2017-01-24 16:44:33 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079169 Targets teachingstaff https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079328 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.]]> 2017-01-24 16:44:54 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079328 C). Thoroughness https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079833 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.]]> 2017-01-24 16:46:08 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079833 Mistakes are careless slips whereas errors are complete misconceptions and are usually repeated. https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079861 2017-01-24 16:46:13 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149079861 In MFL we have to correct spelling and grammar as students are marked for accuracy in the writing exam. https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149080496 2017-01-24 16:47:48 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149080496 Targets https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149080801 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]]> 2017-01-24 16:48:34 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149080801 https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081183 i cant work this- sorry

]]> 2017-01-24 16:49:30 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081183 Thoroughness teachingstaff https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081211 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]]> 2017-01-24 16:49:34 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081211 https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081400 is it working?]]> 2017-01-24 16:50:01 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081400 https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081711 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.]]> 2017-01-24 16:50:47 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149081711 https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149082239 challenging pupils to do questions they can't do, rather than the Q's they can do......... 

]]> 2017-01-24 16:52:03 UTC https://padlet.com/kjackman/4r0y4eeh2aw4/wish/149082239