All marking is feedback, but not all feedback is marking. Simple.
Build a toolkit of feedback strategies – as you develop the art of feedback, try lots of strategies to find what works for you, your students and your school.
Children need to understand the value of feedback to be able to make use of it effectively and to understand when and how they might receive it.
Don’t expect changing from marking to feedback to be easy, it requires…
Education – educate the school community on how feedback is provided so students and parents understand that written marking isn’t the only way to receive feedback
Errors – exposure to errors in a safe environment is beneficial, celebrate mistakes with students and explore how to correct them. I like to give ‘risk-taker’ commendations for those that share their errors with the class, promoting a sense of achievement in despite of the error. Additionally it builds resilience and works on the concept of growth mindset.
Feedup-feedback-feedforward cycles have changed the way I lesson plan, read more on these here.
Give no marking a try for a week or two or potentially longer, to help you to review the other ways in which you provide feedback to students. Make a conscious effort to look for the impact of different feedback strategies.
Hightlighters – so many uses for highlighters in the provision of feedback, you can use them during live marking, use them identify where work needs review, use them to highlight achieved success criteria or what to do next, use them for dot marking, highlight and improve or whatever else.
Introduce strategies to students. Explain to your students the why and how of each strategy you implement with them to enable them to understand the reasoning behind it and how it will benefit them.
Jot down notes as you assess work to feed-forward into your short, medium and long-term planning.
Knowledge, understanding and application (skills) – effective assessment ought to develop all these elements over time. I find it hard when teachers set targets for students that are only knowledge specific to the current piece of content or topic.
Live feedback, also known as live marking. Simple really, assess and feedback there and then in the lesson. More reading on live feedback here.
Model and scaffold effective feedback to students to help them to peer assess effectively. I start the school year with a few simple tasks that can easily be peer assessed, we peer assess as a class, in small groups and individually until independent. I will start off by providing relevant feedback comments/targets that students can select from and ask them to justify why they selected that comment/target. By Christmas the majority of students can carry out effective peer assessment with limited scaffolding.
Next steps – I find that using next steps promotes high expectations, even when work is complete and the student successful there’s always next steps that can be made to further develop knowledge and application. I praise successes but unless it’s a summative assessment students know to expect to be asked to do something else to their work to make it even better.
Outcomes – always keep these in mind. What do you want students to achieve in the long, medium and short term? How will feedback help students to achieve these outcomes?
Peer assessment can be powerful – creating a feedback friendly classroom is no easy feat. it requires teaching, training and persistence to get students to feedback effectively. The use of ACE and SpACE peer assessment has supported the development of effective peer-to-peer feedback in my classroom.
Quality over quantity – to reduce the amount of formative and summative assessment and thus quantity of targets students are asked to work on, in my department at KS3 we give assess two formative pieces of work and a summative. The formative tasks students receive constructive feedback on which allow them to create transferable targets that can be applied both in the summative task and the future learning. The summative task provides students with targets the next unit and future learning. At KS4 and 5, we assess 2-3 sets of past paper questions and a test for each topic. Feedback from the PPQs is given via feedback codes and share through whole class feedback, written marking is carried out and whole class feedback takes place on summative tests. Students annotate their work as whole class feedback is provided – making amendments there and then. Students set themselves transferable targets in response.
Research and reading – there’s lots of research and evidence out there on the role and value of feedback in the classroom. Here’s a few pieces to start you off:
Transferable targets – from my experience to date I feel transferable targets are the most valuable. Ask questions to help students to gain the correct answers but targets require a transferable element to them so there is the opportunity to act on them on the short and medium term.
Statements or questions? When it comes to ‘next steps’ I’m not sure which works best in helping students to progress, a question that helps them to reframe their thinking or a statement that tells them exactly what they need to do. Most of the time I use a mix of both to draw knowledge and understanding out from them.
Throw away your verbal feedback stamps! You do not need to ‘prove’ you are feedback to students verbally. It will be obvious in their work.
Undervalued – we must move away from marking to feedback in our schools to reduce the burden of marking and increase the power of feedback in the classroom.
Verbal feedback is powerful. The power of verbal feedback often goes unseen, you may not see direct evidence of verbal feedback in books or classwork however if you talk to students they can explain how verbal feedback has helped them. It’s timely and can have immediate impact, don’t try evidencing it but instead work on embedding it.
Whole class feedback is nothing new, but how we approach it has changed. Many teachers now use crib sheets to guide the provision of whole class feedback. For more information and examples check out this post of examples.
X – not even going to try
You can’t evidence all feedback and nor should you have to. The evidence is in the progress made by students.
Z – again not going to try
Hope you enjoyed the post.