When I first started writing about marking and feedback back in February 2015, it was an issue for many but it was barely on the radar of bloggers and #EduTwitter.
It was a period of research for me and often the main resources I would come across were academic papers or books by the likes of John Hattie, Dylan Williams, Helen Timperley and Doug Lemov. There were a few blog posts I came across such as David Didau, Ross McGill, Geoff Patty and Joe Kirby but on the whole it was barely discussed online. I found myself digging really deep to find relevant (and free) resources to guide and support my practice.
Now though if you look up marking, feedback or even ‘feedback not marking’ in Google now there are a huge number of relevant hits (including mine).
One of the biggest influences on the discussion came after the publication of the Department for Education’s ‘Reducing teacher workload: Marking Policy Review Group report‘ in March 2016 which put marking (and feedback) in the spot light. This along with the evidence provided by the Education Endowment Foundation’s from their work looking into the value of marking and feedback on student progress, it has grown into a regular topic of discussion and more so a movement of change.
I thought I would share a few that I’ve come across that I have found useful for sharing with colleagues within my school and further afield this year.
- Marking and feedback are not the same from David Didau. Starting with the basics, this post simply outlines the distinct difference between feedback and marking. Too often the two are seen as a single entity when in fact feedback is so much more than marking. They can often be seen as synonymous when in fact they are distinctly different and must be treated as so. Michael Tidd says similar here.
A policy for feedback, not marking from Michael Tidd
This post looks at moving from a marking policy to a feedback policy from a Primary perspective with the provision of the policy at the end of the post. Useful for schools taking a whole school approach toward feedback rather than marking.
Insights into assessment from ‘what does this look like in the classroom from Research Schools Network
This post provides a snapshot into what feedback looks like in the classroom taken from ‘What Does This Look Like In The classroom?: Bridging the Gap Between Research and Practice’ by Carl Hendrick and Robin Macpherson. If you’ve read the book, it’s an insightful read but if you haven’t time for the whole thing this post is a useful summary.
- Marking and Feedback recommended reads from Mr Barton MathsThis post effectively recommends a variety of research papers on the topic. Mr Barton highlights his takeaways from each one to give the reader useful insight into whether or not the pursue the article.
Live Marking: Feedback in Lessons from Ross McGill (Teacher Toolkit)
A 4 minute read on the value and use of live-marking. A useful post for evidencing the value of verbal feedback and how to apply.
- Whole Class Feedback & Crib Sheet Handout from Mr Thornton TeachA very short post but it’s the resource that’s useful. In this post Mr Thornton shares a handout he produced for a session entitled ‘How we can use crib sheets to improve marking and develop better feedback’.
- Giving feedback the ‘Michaela’ way from Reading all the BooksIn this post the author discusses how they started to implement a no-marking approach. A useful post for anyone new to the idea of feedback not marking. Here’s an additional post from Doug Lemov on feedback at the Michaela school.
- No Written Marking. Job Done. from Andrew PercivalThere were parts of this post I highly agreed with, others that I weren’t too keen on such as ticking each piece of work to show it has been checked. Why? Anyway, I think it’s a useful post to support the moving away from written marking and focusing on feedback.
- Designing a Feedback (not Marking) Policy from Jemma SherwoodThis post outlines the move from marking to feedback within Maths. I shared this post to highlight the use of Exit Tickets. Personally though I would say these are most effective for Maths and lessons without the subjective nature of assessment, so I tend to use exit tickets for very specific content e.g. names of processes, facts and stats associated with case studies, definitions of key terms etc.
- Do You Understand Your Mock Exams? from DI thought this one was an interesting an interesting post about the value of mock exams. For many secondary teachers, mock exams create a HUGE amount of marking but also provide valuable insight into student’s understanding and application of knowledge. But to what extent are they really useful? The argument at the end is rather interesting.
Just a useful post from NDHS Blog Spot of lots of useful links on Feedback (and marking).
I hope you find this post useful.
Here are some of my other posts on #feedbackNOTmarking
Moving from marking to feedback
- My Marking and Feedback Toolkit
- Developing a Feedback NOT Marking ‘Policy’
- First steps towards #feedbackNOTmarking
- Marking, Feedback and DIRT ideas
- 5 simple feedback strategies
- 5 Whole Class Feedback Examples
- Feedforward Book Look Record
- Promoting Peer Assessment
- Stop. Peer assess. Progress.
- ACE Peer Assessment
- SpACE Peer Assessment
- Need to Know Learning Matrix
- My Marking Saviour – The Marking and Feedback Grid
If you’re looking for other ideas check out the hashtag (#FeedbackNOTmarking) on twitter for a wide range of ideas for providing effective feedback.