NQT Marking and Feedback Ellie Jacobs Vice Principal and Specialist Leader of Education

1. NQT Marking and Feedback Ellie Jacobs Vice Principal and Specialist Leader of Education

4. Which educational strategies are effective in progressing learning? • Peer teaching (students teaching each other) • Feedback • Behaviour intervention • TA support • Repeating a year • Extend the school day • Homework • 1:1 tuition Most effective Least effective

5. Sutton Trust Learning Toolkit July 2012 http://educationendowmentfoundation.org.uk/toolkit/

6. Why can marking & feedback be so effective? What are the barriers to effective marking & feedback?

7. What does the research tell us ? • A huge amount of evidence suggests marking & feedback ( when carried out effectively) are instrumental in student learning. • Educational researchers for example, Hattie, Marzano, Sadler et al all agree with Black and Wiliam (1998) who concluded: • Formative assessment methods have some of the highest effect sizes found in education • High quality feedback has more effect on the weakest learners ( therefore reducing drop out rates and disengagement) • Common practice in formative assessment is not good practice .

8. This session Self assessment Teacher comment marking Q&A Ideas carousel Peer assessment Modelling Spoof assessment

9. Modelling Make the cocktail stick disappear

10. http://www.youtube.com/watch?v=GbgovXw4cnw

11. Ladder method of modelling Teacher draws students together to explore learning Students pair up with their talk partner and explain/ discuss task. This is valuable time for the teacher to circulate and check for comprehension of skill Teacher models ideas and answer on board drawing on student responses . Opportunity to explore misconceptions. Students can see the expected outcome. Teacher poses question/ research idea to students Think time given . Students have time to share initial thoughts with each other. Little teacher in put

12. Construct an opening paragraph for a fairy tale to be enjoyed by 5 -7 year olds. Agreed success Criteria

13. Once upon a time, in a magical land, lived a Prince. Prince Jack had everything money could buy, apart from a beautiful princess. The Prince had tried everything to find his one true love including joining match.com. Nothing had helped Jack find love, but still he refused to give up his dream. Years passed and Prince Jack carried on hoping for love. Everyday he visited his local Tesco store and bought 1 red rose. Everyday he handed out the rose to a would be Princess. One day, …………..

14. Using your agreed success criteria assess the piece of writing. Provide feedback using the WWW( what went well x2) and EBI( even better if x1) model

15. A C B • Success Criteria • The student has : • Explained the Doppler Effect in a clear and concise way • Used a diagram and or a clear analogy to explain Doppler Effect • Included ( and correctly spelt) Doppler, pitch, frequency, and wavelength. • Used standard English with high standards of SPAG

16. Deliberate Mistakes Add deliberate mistakes to your spoof assessment task. Students can work on their own or pair up ( you decide). Students have to answer the three questions below. Once they are certain of their answers they can travel to other pairs and add to their original work . Re -drafting is a very powerful assessment tool. 11 + Y = 20 20+11 = Y Y= 31 • What is wrong? • Why is it wrong? • How are you going to correct the mistake?

17. Spoof assessment • Use previous students work or make it up ( remove names!) • Can be really helpful to all be using the same work so you can discuss it as a class. • Add deliberate errors to reinforce teaching points- errors make great learning exercises! • Best done in small groups so students can support each other then use snowballing to share ideas • When students become more confident carry out the initial stage of spoof assessment alone and then share ideas. • Use different spoof assessment pieces and ask students to allocate grades/ levels based on descriptors  great for modelling expected outcome • Use highlighters & post it notes. White boards are also really handy for this

18. Peer assessment Draw a house • Swap with a neighbour • Rate the house out of 10 Great peer assessment ?

19. Peer assessment is highly effective when done well. Research shows effective peer to peer feedback is twice as powerful as teacher feedback . Research also indicates students take greater pride in work that will be peer assessed . Research shows that 75 % of all peer feedback actually reinforces misconception and halts learning ! Be very careful as you may be doing more harm then good

20. Peer assessment • What has worked for you? • What has not worked?- why? • How have you set up your students for effective peer assessment? • Top tips for others ..

21. Peer feedback is not ...... • Students swapping books and going tick crazy! There is no learning happening! • Going to happen effectively if clear success criteria are not agreed upon & understood by students • Will not be effective if ground rulesare not established and stuck to • Something dropped into a lesson it must be built up to and modelled using spoof assessment activities. • A way of reducing your marking load ( but in time it will!) • A easy task for students so be prepared to chunck the process and don’t give up!

22. Establishing Ground Rules What do I need to add or change to make my fish more realistic?

23. “Maybe make the mouth rounder and have bubbles coming out.” “Draw some scales on the fish.” “Do some fins.” “Make the tail bigger and draw little lines along it so we can see its texture.” Is the feedback friendly, specific & helpful ?

24. Peer assessment Ideas • Peer assessment in groups • Snowballing peer assessment to a best answer • Use of a grade gallery • Peer assessment with model answer • Peer assessment using a pro-forma/ success criteria • Peer assessment by swapping with neighbour (be cautious here!) • Peer editing in pairs • Peer assessment focusing on skill not outcome

25. Reasoning is key Grade Gallery This is an idea from a Art/DT teacher-it can be applied to any subject

28. Clear success criteria that have been shared and understood Targets are linked to SC which make them manageable

29. Marking parties can be used where student work is sent around the groups and is peer assessed multiple times. Needs to be carefully set up with strict ground rules

30. Peer assessment after a test. Write down who got the answer correct & then students peer teach each other

32. Peer Assessment Feedback House & Home Writing Homework

33. Self assessment • What has worked for you? • What has not worked?- why? • How have you set up your students for effective peer assessment? • Top tips for others ..

34. Self assessment Allows students to understand what “good” work looks like & the skills needed to produce such work Makes students aware of goals Helps students to know the areas of development Gives a sign post to their next learning steps Encourages students to take responsibility for their learning

35. Self assessment Ideas • Self assessment using mark scheme/ assessment criteria/ model answer/ exemplar • Self assessment in pairs/ groups using model answer/mark scheme • Self assessment against learning goals • Self assessment using video model • Using reflective journals & personal targets • Self assessment using traffic lights ( be careful!) • Self assessment against targets learned from an exemplar

36. Use this chart to assess your work. You need to be honest about your work, attitude and what you feel you have achieved. Give your self a mark for how well you have followed instructions, class rules work that you have done and the contribution that you have made to class and group work. Your mark will be out of 5 – try to be honest about what you have accomplished.

37. A rubric is very useful for students assessing exam work. You may well have to alter the language used to make it student friendly

39. Self assessment reflection at KS5 using thinking hats Students set themselves a target which is then reviewed in conjunction with the teacher 2 weeks later

40. This is used to self assess understanding through the lesson. Students decide their level of understanding, but there needs be regular assessment tasks to put this to the test. It is no good students ticking and then not being able to complete a task .

41. Things that went really well in the task..... Thinking Hats

42. This lesson I have learnt……. I would rate my teamwork ................./10 because A very simple self assessment activity used as a mini plenary throughout the lesson- simple yet effective! A skill I have developed is .... I really enjoyed ................. I found the lesson ..................

43. Teacher feedback

44. Research tells us : • Most teacher marking time is wasted as it does not lead to rich learning ( Black et al.) • The most able students do not receive teacher actions ( missions to complete) that really stretch them. • The lowest attaining students get comments that relate to superficial outcomes such as “ lovely handwriting/ you tried really hard” • A teacher comment such as “ well done/ good work” are totally worthless

45. Our marking sums up our school culture “Research has shown a clear link between the quality of teacher written feedback and students own perception of worth and ability” Black & Wiliams , 1998

46. Ellie , this is pig’s swill. Re – do

47. Black and Wiliams 1998

48. Decide where the comments sit on the continuum • Can you reason your thinking ? • Can you suggest developments to improve the quality of feedback Ok, but .... Lousy Brilliant

49. Ruth Butler’s research cited in Wiliam (1999) suggests that assigning grades or marks: • is not conducive to learning • tends to undermine the motivation of weaker students • encourages students to become more concernedwith model answers or finding the right answers or trying to guess what the teacher wants rather than focusing on the learning process, their own ideas and how they can progress towards learning goals

50. Open comment with student name FEEDBACK Positive and exact praise for specific skill/ learning shown FAR feedback and marking model ACTIONS Pick out 1 / 2 ideas to develop that are explicitly linked to learning with clear & manageable next steps. Highlight yellow. RESPONSE Students read the teacher feedback & action carefully. Students respond to the actions by producing a response Highlight green.