T&L Teaching conference DAOS

Dame Alice Owen’s School
A*spire Teaching Conference
Diagnostic Marking
June 2014
Dame Alice Owen’s School
Helen Wootton (AST)
John Godfrey (Deputy Head)
Jonathan Robinson(Co-Director of Teaching Schools)
What is it?
‘Diagnostic marking' is akin to a Doctor’s diagnosis; so
Assessing/Checking a piece of work (just like looking at the
evidence to decide what's wrong with you) & planning the
prescription or treatment, so 'How to improve/ reach the
next level' etc.
Books should show a learning journey – an ongoing learning
dialogue between the teacher and the student (illustrating
the impact of learning over time).
Top 10 Tips for Diagnostic
• Using codes to save time and comment
banks for positive comments
• Using stampers and stickers for praise
and acknowledgement to pupil
response to targets.
Green Pen Policy for Student
response to target setting
Improvement &
Top 10 Tips for Diagnostic
Targets can be questions, corrections,
extension questions or asking a student to
improve a section. (These should be
responded to)
Give time in lessons if possible for students
to respond to targets given (or at least to
begin the process).
Give differentiated tasks as an outcome of
diagnostic marking.
Recording Target Setting and Pupil
response to targets with Practical
Matt Grimstead’s stuff
Matt Grimstead’s
online tracking
Marking Collaboration:
Proposal: For each departments to
have a marking collaboration every
term – one key stage per term.
Diamond 9 Activity- Written and Verbal Feedback
Rank in order of how effectively the approach promotes independent pupil learning on the ranking template
Recorded Verbal Feedback
Discussion with pupils about
their work. Pupil makes notes
about the discussion then
teacher dates and verifies it.
Delayed Feedback
(can be used after 4x4)
Pupils receive their feedback
in a sealed envelope.
Reverse horse shoe forumgive status to feedback sessions.
Creates different mood- change
layout of classroom. Pupils sit on
inside (indep work while waiting)
teacher circulates around edge.
4x4 Feedbackexplore anonymous piece of
work, pupils guess feedback
that would go with it, model
how to improve it (inc pupils),
invite learners to do the same
with their own work
Triple Impact Marking
1. Student/peer proofreads work and
highlights where they have met SC.
2. The teacher corrects errors and asks
Qs about the students’ work: How could
you…? Why might…? & sets a task
which will require students to act on the
feedback ie. rewrite 2nd para ensuring
that you…
3. Student answers the Qs and
completes tasks using the feedback
Pupil Led Feedback
Pupils signal where they want
the teacher to provide
feedback. Teacher also
makes prof judgement about
any mistakes pupils have
missed (can form part of a
feedback discussion)
DIRT(Dedicated Improvement and
Reflection Time)plan discrete feedback
sessions as a buffer. Set task
or question for pupils to
Menu of Feed Forward TasksPupils choose from:
annotate 2 changes you would make and
why, rewrite a section, look again at SC
now add these to your work, make 6
to your vocab choices, provide another
How are we doing display
Link classroom display to
feedback- large scale
display of SC- e.g. place
sticky notes next to it.
Keeps learning live between
lessons and
demos progress over time
Diamond 9:
Place the cards in order of
importance. The most
important at the top and
the least important at the
Diamond 9:

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