Tuesday, 1 October 2013

How can I get all the marking done?

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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