Mrs Humanities

Because I'm married to the job


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Developing a Feedback NOT Marking Policy

This summer I was tasked with the job of editing and improving the Department Handbook I had inherited. One of my key focuses was going to be on creating consistency in marking and feedback within the department.

In order to this I looked at what we already had in place and how we could become collectively more efficient whilst maintaining high quality assessment and feedback for our students.

Using the work I’d done at my former school in researching and putting into practice assessment and feedback strategies, I looked at what we were already doing individually and as a department and took it from there.

First things first we had the job of deciding what should be marked. In a department meeting we identified pieces of work that would be assessed, marked and feedforward could take place on. Assessment pieces were the first to be included, we tend not to assess by test due to our approach to the Middle Years Programme and instead our students produce pieces of work that will be assessed according to specific MYP criteria. Next we decided on one or two pieces of class work and/or homework per topic that would demonstrate student progress in particular skills or MYP criteria.

Below is an example for September to December for one year group. You can see we decided on particular skills and/or MYP criteria to assess and the work that would be associated with that.

assessed work

Our second job was to decide what type of assessment would take place and by whom; would it be assessed by the teacher, peers or by either.

types of assessment

In inadvertently we came up with a few guidance rules

  • If the task was to be assessed for the Humanities faculty then this would be assessed by the teacher only, however ACE or SpACE peer assessment could be carried out throughout the process to help students to make improvements before submitting their final piece.
  • After feedback of any kind, the teacher would assess the piece of work that has undergone Feedback-Feedforward.
  • If there were quantitative or definitive answers e.g. grid references, country names, numbers etc. then it could be peer or teacher assessed so long as mark scheme was provided.
  • Any work could be peer assessed part way through the task, providing time was given for students to continue and make suggested improvements before submission. Also know as time to Stop. Peer Assess. Progress. in my classroom.

Each piece of assessed work was then colour coded to identify who should be marking it.

types of assessment

type of assessment

Thirdly I looked at the best practice taking place in the department and my own research into marking and feedback strategies to create a departmental toolkit to reduce workload and to develop effective Feedback-Feedfoward cycles.

In the end it ended up looking something like this…

page 1 and 2page 3 and 4page 5 and 6

If you’re looking for ideas for marking and feedback, there are plenty more on my site. Here are a few to get you started

If you’d like a copy of the departmental feedback and marking document to give you a starting point with your own department, please feel free to get in contact.

Hope the post is of use.

Mrs Humanities

 

 

 

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Mrs Humanities shares… 5 Whole Class Feedback Examples

mrs humanities shares

The time was September 2016, I shared a version of a Marking Crib Sheet from @MrThorntonTeach at Pedagoo Hampshire 2016 and since then I’ve been seeing whole class feedback every where. It even forms part of my Marking and Feedback Toolkit.

Now I’d say it’s nothing new, teachers and educators from across the world have been doing it for years. Marking work, then telling students what they could have done to make it better, where they went wrong, what misconceptions came up etc.etc. it just didn’t have an ‘official’ name. I remember RAG rating students work on a separate piece of paper during my NQT year, I’d have 3 columns and i’d write their initials under the relevant column so I knew who I needed to invest time in during the next lesson or would need to check their books at the end of the lesson to see how they’d done. Nowadays people are using crib sheets, whole class feedback, book look records or whatever other name they been given to record and SHARE such information with students.

Here are some examples I’ve seen that maybe of inspiration to you.

1 //  Mr Thornton Teach

The original example I first shared at Pedagoo Hampshire 2016. When I told people how book looks had cut down my marking time and gave me more of a work/life balance it was like a revelation for many. Pleased to see Greg’s post has gone far and wide influencing educators across the country.

2 // @TGEngTandL

I really liked how this example had an exemplar of good practice included along side the feedback to help students to develop their own work. A useful ad developmental strategy.

3 // @Greg_Parekh 

This one I feel is good for younger students or when you are first developing the strategy with students in the sense that it directs students towards the comments and questions that apply to them; Scaffolding them in the initial stages of identifying relevant feedback and how they can improve. I’ve done this through simple codes in their books before which relate to the next steps comment on the sheet. Once students become better at identifying what is relevant to them, I take the codes or direction way.

4 // @matthewmoor3 

This example works alongside a marking code system and has been used to mark an assessed piece of work. Matthew used the codes on the assessed work to identify to students what they needed to do to improve in order to provide students with precise targets whilst the ‘warm, hot and super scorching’ tasks give students choice in how to act on feedback.

5 // @ScienceLP

The simple and effective style. Easy for everyday use to check progress and understanding before using to plan subsequent lessons. Easy.

Now the key point to remember with whole class feedback is that the aim is too reduce the time spent marking but ensuring that students receive high quality feedback that enables them to progress. Scaffolding the technique is important at first but once students are confident it can be taken that away so that you encourage students to reflect and determine their own improvement actions. Again takes some support and scaffolding but eventually students can master it becoming drivers of their own progress (oh but then it’s the end of the year and the training starts all over again in September).

In addition to the provision of feedback, these sheets provide an excellent basis for planning. Sometimes I just use the book look sheets to formatively assess a class, so I know where to go next lesson. Often misconceptions influence my starter and RAG rating student understanding helps to identify where the direct support, where to scaffold or differentiate.

Hope these have inspired you to give #WholeClassFeedback a try.

Mrs Humanities


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Marking and Feedback Survey

I would love it if you could contribute to my marking and feedback survey. I am trying to get an idea of teacher’s experience of marking and feedback for a book I am currently in the process of writing (Yay!).

Please feel free to contact me with any further comments or if you would like to add more on your experiences.


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Stop. Peer assess. Progress. 

stop peer assess progressHow often do you carry out peer assessment at the end of a task? I know I used to do it a lot in the past, I’d get students to read each other’s work, write a WWW and EBI comment or a kind, specific and helpful comment depending on the school system and then that would be the end of it.

Then when I started using DIRT in lessons, I might have got students to re-write a piece of their work or write an additional piece in action of the peer feedback.

Then I eventually realised, why I am getting them to peer assess at the end when if they were to carry out peer assessment part-way through a task that would give them time to act on the feedback there and then.

I first did this some time ago now in my last school, it was just before we had Ofsted in so that would have been about May 2015. In fact I did it during the observation lesson, students had been working on the Spanish Armada double lesson; at the end of the lesson they peer assessed each other on their chosen criteria. The next lesson they continued with the activity and made improvements as they produced new work – for instance if a student had wanted their use of PEE paragraphs assessed and in particular their use of evidence from the sources, their peer assessed how effectively they’d been applying evidence and how they could improve, when they continued the work the next day each time the student included new evidence they’d write it in pink to demonstrate the progress they were making in their use of evidence in their PEE paragraphs.

These days I rarely use peer assessment solely at the end of a piece of work, instead I apply it within activities to give students the opportunity to assess progress, make improvements and access inspiration to develop their own work.

Recently when I’ve mentioned the power of peer assessment in my classroom I’ve had a lot of backlash from other teachers on twitter, particularly when I’ve shared the ACE and SpACE peer assessment techniques. People arguing that we are expecting novices to assess novices. Now I don’t know about you but I wouldn’t expect my students to ever give a summative grade or level without assessing it myself as well, they are learning.

I might however ask them to predict the level or grade they think a finished piece of work might achieve using success criteria or a mark scheme and justify why in order to help them to understand what is being assessed but I never take it as the final grade. It’s merely an opportunity for students to engage with assessment criteria; in my opinion if they understand the assessment criteria when they sit an assessment whether it be a formative piece, a summative or external exam then they can apply it better? No?

I know my learner’s are not experts, but I’m training them to be. I’m facilitating their learning and that means both subject content, life long learning skills and their understanding of assessment criteria in order to maximise their potential in their GCSEs or other exams.

The opportunity to peer assess isn’t just about the outcome (grade, marks, levels etc) but the process. Students see other work whether it be good or bad practice; reflection upon what they see allows them to improve their own work. It’s an opportunity for idea sharing and to be inspired. A time to reflect on one’s own strengths and weaknesses. A time to consider successes and areas for improvement. An opportunity to gain feedback before submitting work as complete to the teacher. Personally peer assessment is more than that, it’s a learning experience.

Yes, peer assessment does reduce my workload slightly. In the sense that it means students receive feedback there and then and the opportunity to act on it in a timely manner rather than days or weeks later. I mark their work, I assess their work. But I often found that marking work at the end or part way through myself meant a delay between producing the work and them receiving feedback on it, further more it meant a lag time between production and opportunity to act on the feedback.

I personally want my students to access timely feedback, verbal works but I can’t get around a whole class of 28-32 students in the time available so peer assessment helps students to access this feedback. Yes it takes training from day one, yes it takes time and yes it requires scaffolding but eventually students get it. They become confident in their ability to self and peer assess, they learn exam techniques throughout their years in secondary education and not just in the ‘exam’ years. Give stop, assess and progress and go in your classroom (but be consistent and persistent with it, it takes time to master).

How do you use peer assessment in your classroom? Do you agree with me? Disagree (polite debate welcomed)?

Mrs Humanities

 


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My Marking and Feedback Toolkit

marking and feedback toolkit #feedbackNOTmarkingI think we all know by now that I actually love providing feedback in all shapes and forms. Over the past 3 years I’ve tried a large variety of methods to find what works best. Some methods are my go to approaches, a few I come back to now and then, others I’ve tried the once and binned.

feedback toolkit

I thought I’d share my top 5 feedback approaches that have become my #feedbackNOTmarking toolkit.

ACE Peer Assessment or the more recent take on it SpACE Peer Assessment.

This technique I use frequently with my classes. Often when students are working on an extended piece of writing  or a prolonged task I will get them to stop where they are (usually about half way into the task) and get them to ACE their peers work. Students will peer assess in purple pen using the coding system and write comments/questions at the end or in the margins. Once peer assessed the work is returned to the student and they act on the feedback there and then in pink pen. They then continue with the task and each time they make the suggested improvements, these could be anything from the spelling of a key work to the use of data as evidence, they do it in pink to clearly demonstrate the improvements and progress they have made in the remainder of the work. I usually use this approach with Key Stage 3.
I also however use ACE peer assessment with my 6th formers however rather than being carried out during a piece of work, students will peer assess at the end of an essay or extended piece. They are given time to act on the feedback before submitting the work as complete.

Marking and Feedback Grids
I use these in one of two ways. Firstly as a students work through an extended piece or assessment they are given the feedback grid as an outline of the success criteria they need to meet; as they achieve the criteria it is highlighted and discussions occur in relation to the next steps that could be taken to improve it. Depending on the age range and ability, sometimes I will write what to do next, highlight in a different colour next steps or give a specific task that will enable the next steps to be completed. The second way in which I use them are for the summative assessment of piece of work, I will create the feedback grid as a way of identifying the successes and areas of improvement for the student. Students will read and then reflect upon the feedback to identify their own targets and next steps to focus on through the next topic or piece of work. GCSE graded work

Double ticks, successes and next steps
This approach I use for formative assessment throughout the term. I quite simply single and double tick pieces of work. Double ticks identify to students that these are particularly strong aspects of the work and they have to explain through annotations in the margin or at the end why it was double ticked – this is in relation to the skills used within the work such as use of evidence, use of case study facts, stats and specifics and so on, rather than topic specific achievements. At the end of a marking session I will write a brief and concise comment in relation to their successes and next steps. Students will then act on the next steps feedback if it requires to so for instance a question to move their understanding on or to develop an answer they’ve given or it can be a target they need to focus on in the remainder of the topic again to move their learning and progress on. When possible I  also carry out double ticks as I walk around the classroom looking at and discussing work with students, usually we will verbally discuss why the double tick has been given.

Whole class feedback and feedforward
Sometimes it is not necessary to write diagnostic comments in students books, particularly in relation to everyday classwork so I use the whole class feedback approach. On a regular basis I will take a look through students books and record which students require praise for any particularly outstanding work, any students with unfinished work, any reoccurring misconceptions and SPaG errors and next steps that apply to more than 1 student on my feedforward sheet. Feedforward Book Look Record.png

I then use this information to plan the next sequence of lessons to ensure misconceptions are dealt with and students have an opportunity to act on the next steps. The whole class feedback sheet is shared with the students by scanning and projecting it onto the whiteboard. In the assessment of understanding section I RAG the students understanding of the work undertaken and those with in the Red section I deal with first in class to ensure their understanding is clear and their learning and move forward. I no longer display this aspect to the class and cover it up; this is just me to help with support students with appropriate in class intervention strategies. Students write down comments relevant to them. To find out more on how I use this, head over to my original post on it here.
Verbal Feedback
This is my most powerful feedback tool, my voice. Before starting an extended piece of work, a project or a summatively assessed piece we feed up by discussing the success criteria, what a good one looks like, what the mark scheme might want from us, what skills will be used etc. Sometimes we discussed work that has been similar in terms of the skills used and think about the challenges faced and how they could be overcome this time around. We do this verbally, usually discussing in groups, with discussion as a class followed by confirmation from me.  Students then start the work and are provided with verbal feedback as they work through it, this might be from myself or their peers. Simple discussions of where the work is going and how it could be improved. It’s timely and purposeful. Verbal feedback isn’t just given for extended pieces of work but also those little tasks, usually in the form of discussions of clarification. The last verbal approach is feeding forward, whereby students and I discuss as a class, individual or in groups the successes and potential improvements for future work, students discuss the challenges they faced and may then make note of their reflections in their books for future reference.

Well there’s a guide to my feedback toolkit, I hope this post is of some use to you.

What approaches make up your toolkit? Feel free to share your ideas.

Kind regards,

Mrs Humanities