maximum impact minimum effort marking
DESCRIPTION
A presentation outlining maximum impact minimum marking techniques.TRANSCRIPT
‘Maximum impact, minimum effort' marking…MIME
Lazy Marking?
How can we make the following extracts from the marking and assessment policy a reality and not increase workload?
Marking for Learning:Teachers will
• Set clear learning objectives / intentions and success criteria during lessons in order that there is a fixed reference point to use when marking
• Mark students’ books at least every three weeks / twice a term using clear, diagnostic marking and engaging the student in a learning dialogue. Please note that the frequency of formal diagnostic marking should also reflect the curriculum time subjects are delegated. The minimum expectation is that for a core subject with full allocation of lessons exists books should be marked at least once every three weeks
• Use the Learning and Progress Reflection Form before, during and after said marking of students’ books to facilitate and encourage learning dialogue
• Complete summative, formal assessment of students’ progress every six weeks• Acknowledge the positive aspects of work and reinforce success with praise• Always celebrate a positive aspect of the student’s work• Consider an individual’s prior attainment and individual needs in marking for learning• Provide oral feedback on a regular basis and clearly mark in a student’s book where
oral feedback has been given• Make contact with home where significantly better than expected progress is made
or significantly less than expected progress is made• Refer clearly to assessment objectives / criteria / foci in diagnostic marking
Marking for Literacy:Teachers will
• Use a common marking code which students understand clearly• Make clear (whether through using a consistent colour / symbols / annotation) what is
teacher feedback (rather than self or peer assessment)• Ensure that all lessons compliment the ‘Literacy Focus’ identified in the staff bulletin and as
resourced in tutor time; colleagues may build the ‘Literacy Focus’ into the success criteria of lessons for students to follow and then to allow for specificity in marking of said work
• Identify spelling errors (maximum of five per page) but not show correct spelling• Identify errors in punctuation but not suggest the correct punctuation• Identify where a new paragraph should be started and explain why• Identify where there are grammatical / expression errors but not suggest a ‘correct’
alternative • For STAG students and in the interests of differentiation staff may decide that rather than
identifying specific errors that it is beneficial to identify a minimum number of errors a student needs to find themselves in their work
• Allow time when marked books are returned for students to correct errors using a dictionary and by proof-reading. These lessons / phases will be referred to as reflection time. Students to have ‘Literacy Buddies’ to assist in proof reading work
• Decide whether it is appropriate to set a literacy related target on the Learning and Progress Reflection Form and facilitate ways to address that target
• Provide oral feedback on a regular basis and clearly mark in a student’s book where oral feedback has been given
Shannon Darroch & James Stonebridge Year 8
Marking that helps us make best progress:
(Student slide to be inserted here)
Labour Saving Tricks
Jot down onto a sticky note your top tip for labour
saving when it comes to marking students’ work
(1) ‘Triple Impact’ Marking
Self
•reflecting against LOs and success criteria
•proof reading for literacy
Peer
•reflecting against LOs and success criteria
•proof reading for literacy
Teacher
•reflecting against LOs and success criteria
•proof reading for literacy
Minimal time / effort required from teacher in marking for literacy, students take more care in accuracy of work as they know this is a mandatory part of the process,
all are involved in a continuous feedback loop
(1) ‘Triple Impact’ Marking - Example
Students / peers identify errors
Students make corrections BEFORE teacher input
(1) ‘Triple Impact’ Marking - Example
Students make ALL
corrections identified by teacher in ‘marking for literacy’
This then discourages ‘lazy’ self or
peer assessment!
(1) ‘Triple Impact’ Marking - Example
Examples of corrections post self /
peer assessment
Consider the amount of quality reflection evident
here – it has all happened PRIOR to
teacher input. Thus, the hard work
has already been done!
Success criteria highlighted in work (use of connectives)
(1) ‘Triple Impact’ Marking - ExampleAll
corrections (identified by
self / peer teacher) made and ‘ticked’ off
(1) ‘Triple Impact’ Marking – Self and Peer Assessment
Students engaged in detailed self and peer assessment prior to
teacher marking.
They have used APP level ladders and
comment banks here to formulate feedback
Note minimal teacher input during this
phase of reflection
Consider the evidence of
progress and learning here (against the
success criteria related to speaking
and listening)
(1) ‘Triple Impact’ Marking – Self and Peer Assessment
(2) Progress and Reflection Forms (Blue Forms)
Avoid using blue forms at the end of a project where several skills were tested
Avoid long, vague assessment foci
Avoid / discourage vague comments that have no relation to assessment foci
Pre-fill the ‘WWW’ / targets boxes with skills that students can mark ‘Y’ / ‘N’ / ‘Some’
Be seen to value the process and be a strong advocate; students will reciprocate your attitude towards the process
Assign a specific assessment focus; some of the most successful examples have only one skill / assessment focus being measured
Pre-write the assessment focus / foci
Offer students ‘comment banks’ or use level ladders which gives students specific phrases to use
Pre-fill the www / targets boxes with skills that students can mark ‘Y’ / ‘N’ / ‘Some’
Model best practice for student with example / completed sheets
(2) Progress and Reflection Forms (Blue Forms) Examples
Assign a specific assessment focus; some of the most successful examples have only one skill / assessment focus
being measured
(2) Progress and Reflection Forms (Blue Forms) Examples
Pre-write the assessment focus / foci
(2) Progress and Reflection Forms (Blue Forms) Examples
Offer students ‘comment banks’ or use level ladders which gives students specific
phrases to use
(2) Progress and Reflection Forms (Blue Forms) Examples
(3) Verbal Feedback Stamp
Use during 1-2-1 session at teacher’s deskUse during circulationUse on Progress and Reflection Forms
Student asks for / needs feedback
Teacher stamps relevant page in student’s
book
Student transcribes feedback
around the stamp
(3) Verbal Feedback Stamp Examples
Teacher circulates during ‘on task’ moments and stamps a students book
before dictating targets / feedback and students writes into book
(4) Mini Plenaries / Learning Dialogue1. 'Find one example you are really proud of and circle it. Tell the person next to you
why you are pleased with it. Write a comment in your margin and I will respond when marking.'
2. ‘Decide with your talk partner which of the success criteria you have been most successful with and which one needs help or could be taken even further; colour
code your work in the margin R-A-G and I will suggest how to make improvements when I mark your work'
3. (After whole-class sharing for a minute or two) 'You have three minutes to identify two places where you think you have done this well and read them to your partner.
Highlight it in your books for me to find later.' 4. 'You have five minutes to find one place where you could improve. Write your
improvement at the bottom of your work and explain how you made this improvement by highlighting and labelling.'
5. 'Look back at the problems you have solved today. Where were you successful? What approach did you take?
ASK STUDENTS TO HIGHLIGHT IN THEIR BOOKS WHERE THEY HAVE DEMONSTRATED A SKILL / MET SUCCESS CRITERIA
YOU CAN COLOUR CODE THE ALL – MOST – SOME CRITERIA AND STUDENTS CAN THEN COLOUR CODE EXAMPLES OF SUCCESS CRITERIA BEING MET IN THEIR WORK
Guiding Principles – ‘MIME’
• Students are active in the process of learning and reflection
• Students complete 80% of the ‘work’ and effort associated with good progress made; we can’t
‘mark’ them into making progress – it is their journey to make
• The teacher appraises learning and gives specific formative assessment and targets based on the
student and peer reflection• Students’ books look covered in annotation and feedback.
They are; only the vast majority is generated by the students