Marking and Feedback BLCpresentation

Marking and Feedback
Who was involved?
0 Angela Amankwah, Loughborough, Year 2
0 Lisa Gray, Loughborough, Year 5
0 Olivia Tadrous, Hillmead, Year 4
0 Nicola Haywood Roye, St Johns Angell Town, Year 1
0 Sarah Wordlaw, Christ Church Primary SW9, Year 4/5
Marking – an overview
In Class Marking
Christ Church
Intervention at the point of learning, visible progress should be seen after the intervention. 80%
of class will have an intervention per lesson by either teacher or TA.
St John Angell Town
Teachers and TAs mark 8 books each, rest self-assessed
Every child has their book marked by teacher, TA peers and self per week.
All marking completed by Teachers, three teachers per year group. Responding to marking
sessions with teacher.
Intervening conversations with individuals or groups of children, particularly in sets.
Lots of self-assessment in lessons with sentence starters “I have learned to…” “My next step is…”.
Teacher marking and feedback given to children, who then respond in next session.
Next step marking in class to allow children to make more progress during lessons. (KS1)
Oral feedback in the lesson.
Marking at Present in BLC
Why do you mark?
0 To inform next steps.
0 To show children their value!
0 So that children receive feedback as to how successful
they have been at a task or what their next steps
should be.
0 To inform my planning and indicates whether
children have understood learning.
0 Because OFSTED will look at it!
Marking at Present in BLC
What place does marking have within your overall
assessment of the children?
0 Mostly used to inform my planning!
0 It can contribute to overall assessment particularly when
children are able to respond to marking, because then the
learning becomes personalised & you are able to extend
and give challenge to learning; circumstances and evidence
such as this feed into teacher assessment.
0 Good for diagnostic marking.
0 It can help towards making a judgement of progress.
0 Varies from subject to subject.
Marking at Present in BLC
What areas do you mark the most?
0 Numeracy, literacy.
When do you mark the most; in class time or after
0 After school (occasionally at home!)
0 Sometimes during the lesson, particularly if children
have either completed their work or is struggling.
0 In maths I can sometimes mark the work of the group
that I am working with, during the lesson.
Marking at Present in BLC
What types if marking do you incorporate into your
assessment; teacher, TA, peer or self?
0 All of the above!
0 Mainly teacher and self assessments.
Marking at Present in BLC
Do you feel marking is an effective assessment tool
and use of your time?
0 If it is completed in a timely manner, so that children
can respond and see it, and you can assess learning,
then yes.
0 If it is related back to children’s targets and they get a
chance to check targets against the work they’ve
completed, then it can be extremely helpful.
0 Deep marking of specific work is effective; but marking
of every piece to the same level isn’t.
Marking at Present in BLC
Do you feel marking is an effective assessment tool
and use of your time?
0 Sometimes, I find looking at their work is more
important than marking to plan next steps &
interventions e.g who needs to work with an adult or
what gaps to fill. I do think I could use more visuals e.g.
stickers, stars, smiley s rather than writing comments.
(Year 2)
0 In Year One it can be meaningless, particularly if a child
can’t read it and you can’t get the chance to read it to
Marking – an overview
After Class Marking/Peer and Self Marking
More detailed marking for extended writing with a focus on redrafting and editing (KS2).
Marking informs planning; whether to move on to the next topic or continue (KS1).
After double-write and double-maths lessons, children are set next steps based on individual targets.
Children redraft writing with edited parts.
Sentence starters given to children to self and peer assess their work from KS1, so they are fluent and
confident by KS2 in assessing work.
Christ Church
Detailed next steps; pushing children on to redraft, rethink and edit work to continue progress.
St John’s Angell Town
After school marking in KS1, give children time to respond to marking. Use of sticky note tabs to show
children where to respond.
What have we learned?
0 Next steps within a lesson with the child
0 More peer marking with given sentence
starters/talk frames
0 Recording interventions within lessons
0 Useful being able to go to another setting
0 More self-marking is useful to allow children to take
ownership over their learning
0 Ensure that all staff are aware of up-to-date polices
Henry Cavendish 0 Have generic target sheets at the front of Maths/ English books and
work towards these and teacher's tick off when they feel secure.
Teacher's must mark all Maths, English, Homework and Topic
(although topic is less thorough and only requires minimal feedback)
Children respond to marking in purple pen from KS1-KS2.
Response to marking is planned into the school day, usually prior to
the next lesson
They don't let TA's mark and strongly disagree with this as a principle.
The children have a post it note with a target that the pupil wants to
achieve. They move this along the pages of their book and then
replace when they perceive they have met it. The teacher doesn't
necessarily sign this off.
Peer marking and self marking also take place although most teacher
marking was most evident.
Next Steps
0 Visits later on in the year, to see the effect of what
we’ve taken from each other’s schools
0 Members of task force to feedback in a staff meeting?
Questions for Future
0 Do we need to provide TAs with more training to
mark confidently?
0 Evidence of Intervention – who is the evidence for?
0 The pressures of KS1 vs KS2 marking – what is the

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