This week Teresa and Emma presented on how we can use student books not only to maintain high expectations but also through our marking and feedback support students in their development and achievement.
Exercise books serve many needs: evidence of progress over time, of student learning and teacher planning and teaching, and how we maintain this with high expectations is a challenge for next year. How students start the year must be maintained in terms of their efforts, and we can support this with a consistent approach to the standards that we expect.
Alongside this, our marking and assessing is central to getting the very best out of students, and supporting and challenging them to achieve this. So making ourselves aware of their knowledge and how they work,in their books, is the key to our success as a teacher.
Emma presented on a variety of strategies for our marking:
This is an example of a mark sheet that you can stick into the students books and they mark their won work- with your guidance and support.
You would then sign and amend if need be.
This is an example of a sheet you should use in science.
You can change the Yes/No boxes to a grade
You could then use this along side a GCSE mark scheme.
Peer assessment, self assessment or teacher assessment
Identify two positive things the student has done well and what you wish they could do in the future.
It may be assessment, behaviour or presentation driven. Ask if they can act on the wish next time or there and then for immediate action.
This could be recorded in their books,or on a sheet.
So why do all this? what are the rewards?
- Feedback, marking and assessment is statistically proven to be 124 times more effective than reducing class sizes.
- Feedback, marking and assessment is the quickest and easiest way to gauge a learner’s progress
- Oral Feedback: stampers/ signatures/ peer’s reiterate in their books your oral feedback
- Assessment sheets- reduce marking
- AFL reduces teacher marking & increases Peer awareness
Teresa brought to our attention her own Science strategies, designed to map progress through assessment, and keep students focused and driven across the year.
Teresa talked about how we enable our learners to take responsibility for their marks and keep a track of them. By doing this we are allowing pupils access to vital information about them and their progress- doesn’t really make sense not to, does it? If we want them to improve we need to give them the tools and knowledge to enable them to make these improvements to their work.
Science put an assessment tracker on the front of each pupil book.
After each assessment they fill it in and judge how well they have done, compared to their target grade.
to accompany this- science also get their pupils to complete an assessment feedback and reflection sheet- Again this cuts down on their physical marking and puts the onus on the pupils to reflect on how to improve.
Making time for marking during the working week is essential, with steady-steady as opposed to taking-on-the-mountain probably being the best way round this.
Next week is our final Butterfly session for the year – 35 sessions in total, 37 posts, so thank you to everyone for their coming together on a Tuesday and having a peak at the Blog.