Manageable
Marking
-
Unlocking Formative Assessment – Practical
strategies for enhancing pupils learning in the primary classroom. Shirley Clarke
Chapter 4 Pg 53 “Research shows that marking is often
directly responsible for regression in many pupils and that traditional
practice tends to demoralise and overwhelms pupils...”
Do you believe marking
is a vital aspect of learning and development?
Focused Coded Marking -
A real tool for learning and improvement
1. Set
sli from plan (task must match sli) Involve children in creating success
criteria looking at what is to be learnt rather than what is to be done.
2. Share
sli orally and visually with students at the beginning of teaching
3. This
sli is your focus for feedback. Only
mark against sli, otherwise it will take us too long to mark and for
children to comprehend. Imagine if every
lesson was a test and you were being marked on everything you did while
learning something new! There is a danger of giving too much information making
it overwhelming and difficult for children to take in. Have expectations for neatness,
spelling, but don’t mark unless these are your sli. Focus on learning rather
than effort.
4. Introduce
1 thing at a time, teach it, and develop the skill. Make sure they apply it by
testing at regular intervals, but let the children know you are checking.
5. Children
will develop skills of self reflection against their sli using self evaluation
Distance
marking - marking without
the child present
1. Highlight
3 places of success in their work that is evidence of sli. (1 for younger
children) Read all of work first so you are selecting highlighted parts overall
not all in first or last paragraph.
2. Respond
to individual learning needs by inserting an arrow to margin where improvement
can be made. Add a comment that will help close the gap – reminder, scaffold,
or example prompt. Give clear strategy for improvement. This information will
become your next teaching step.
3. Develop
skills for children to self and peer
mark
4. Allow time in teaching plan for children to
read and respond to your feedback.
Beware that stickers don’t distract
from feedback. Use explicit focuses on achievement gained and celebrate.
Children’s work books become record of
progress over time.
Teach the children how you will be
marking their books.
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