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Marking for Learning. What is marking?. Why do we mark?. Ofsted Recommendation. What does the school need to do to improve further?
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Ofsted Recommendation What does the school need to do to improve further? “Ensure that students’ work is marked to a consistently high standard, providing frequent, detailed and accurate feedback which allows students to understand how to improve their work and checking how students respond” Ofsted March 2012 St Robert of Newminster School
Teachers’ Standards 1.6 Make accurate and productive use of assessment Know and understand how to assess the relevant subject and curriculum areas, including statutory requirements 2. Make use of formative and summative assessment to secure pupils’ progress 3. Use relevant data to monitor progress, set targets, and plan subsequent lessons 4. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Teachers’ Standards 1.2 Promote good progress and outcomes by pupils 1. Be accountable for pupils’ attainment, progress and outcomes 2. Plan teaching to build on pupils’ capabilities and prior knowledge 3. Guide pupils to reflect on the progress they have made and their emerging needs 4. Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching 5. Encourage pupils to take a responsible and conscientious attitude to their own work and study1.5 Adapt teaching to respond to the strengths and needs of all pupils 1. Know when and howto differentiate appropriately, using approaches which enable pupils to be taught effectively 1.8 Fulfil wider professional responsibilities 1. Communicate effectively with parents with regard to pupils’ achievements and well-being
Creating marking which is: SIMPLE MANAGEABLE EFFICIENT MEANINGFUL • Focused on: • Identifying what students know and understand • Progressing the learning of each individual • Supporting learners to ‘close the gap’ for themselves and take responsibility for their learning
We need our marking to enable us to: 1. Gather a variety of information about our learners2. Analyse and interpret that information in meaningful ways3. Use that information to inform our teaching and help our learners learn for themselves Ian Smith ‘Journey to Excellence’
We need our marking to create learner dialogue • Marking, and therefore learner dialogue, needs to be seen as an integral part of the learning cyclein all of our classrooms to support progress.It: • Helps learners to know how well they have learned and provides feedback on how they can do better • Encourages learners to support and help each other while they are learning • Builds self-motivation, self-confidence and self-reliance
St Roberts Cornerstones of Marking for Learning Rich Marking: (WWW): Must begin with positive feedback clearly explaining the strengths of the work which need to be retained and developed. This can be related to skills or knowledge. (EBI): Must identify weaknesses of the work which need to be improved upon. Realistic targets must be given to help students achieve the necessary progression. In addition a task must be set to facilitate immediate progression. Pupils must respond in their books Support Marking: Oversees pupil work ensuring work is accurate and presentable. Also involves marking for presentation and effort. Support marking codes may be used: -Good Work - Outstanding Work ?- Point or comment is not clear Progress must be acknowledged via occasional positive comments/ effort marks/ ticks/ targets and stickers. Peer/Self Marking: This must be an essential part of the marking process. It helps pupils take responsibility for their own learning and progress. At its simplest level it can be pupils highlighting positive areas of the work in relation to success criteria and learning intentions. At its most complex, peer and self marking could replicate the rich marking progress by including targets and tasks for improvement. Literacy Marking: May be used at any point within the marking process Literacy codes : // NP- New paragraph Cp – Capital letter Sp- Spelling Exp – expression P – Punctuation Teacher – Learner dialogue Students must act on rich, supportive, peer/ self and literacy marking feedback and show evidence in their book that they have done so. Learning can be consolidated through periodic correction time as a lesson starter or homework.
Self and peer assessment Problems: Students do not know what they are looking for. Students do not know how to recognise and feedback appropriately on errors and misconceptions.
Solutions Students must be trained to follow specific success criteria. Students should be able to assess the piece of work against the success criteria, being able to identify where they have met the success criteria.
Assessment research Regarding peer and self-assessment, research has shown “the greatest gains for children previously assessed as having weak basic skills. This may suggest children didn't understand what was expected rather than that they lacked ability” 2007 TLRP. So the weakest benefit from peer and self assessment if they are specifically directed through the success criteria.
Example Task: Production of an advert which is to be self assessed. Success criteria: Write an advert which persuades people to travel to a destination of your choice. Include at least 3 AFOREST techniques. Use a variety of presentational techniques. Try to write a paragraph which explains how you have created a successful advert.
Peer assessment Google docs example
Rich Marking Rich Marking: (WWW): Must begin with positive feedback clearly explaining the strengths of the work which need to be retained and developed. This can be related to skills or knowledge. (EBI): Must identify weaknesses of the work which need to be improved upon. Realistic targets must be given to help students achieve the necessary progression. In addition a task must be set to facilitate immediate progression.
Support Marking for Learner Progression Using codes to monitor and support learning Shared with students and parents by including a ‘crib sheet’ in the front of exercise books Incorporates literacy marking Provides opportunities to close down gaps at a variety of points in the learning process ‘’Allow students to understand how to improve their work and checking how students respond” OfstedMarch 2012St Robert of Newminster School
Support Marking for Learner Progression The potential for you Provides opportunities for you to ‘check in’ and close down gaps Saves time as the coding system immediately highlights success and what the pupil has to do to improve Can make differentiation manageable and explicit. i.e, margin code for higher ability/ underline for lower ability. Control workload and life balance (move to some support marking happening in lesson time?) The potential for pupils Actively involved in reflection and evaluation of all work Regular dialogue between pupil and teacher Empowers learners and develops ownership of work Emphasises the value of all work in the learning process
Support Marking for Learner Progression Closing the learner gap in action
Support marking following rich marking (formative assessment) Support marking of improvement task (closing the gap) Formative assessment rich feedback
Support marking following rich marking (summative assessment) Rich feedback of summative assessment Support marking of improvement task (closing the gap)
Reflecting and Reviewing Current Marking Practice Department: HoD: In your department can you evaluate your current marking practice in relation to the four marking cornerstones
Next steps As you are marking your Learners’ work over the next few weeks can you begin to self-reflect on which of these marking ‘cycle points’ are already part of your practice andhowyou employ them.
Thank you The Assessment Team: Joanne Brown Sarah Chappell Elizabeth ClarkeDavid Dent Ruth Ann Hurst Laura Potts Helen Reed Jane Sykes Katharine Wilson Lauren Winters If you would be interested in participating in this work please let us know.
