Marking Maths

Marking Maths :Marking Maths


Aims :Aims To introduce a range of marking strategies. To decide on whole school approaches.


Slide 3 :Bell Work Think of… 3 things feedback should do 2 problems with marking, (just 2!!) 1 thing you’d like to develop


ProvidingFocusedFeedback :ProvidingFocusedFeedback


What matters about feedback :What matters about feedback ‘Teachers should be aware of the impact that comments, marks and grades can have on learners’ confidence and enthusiasm and should be as constructive as possible in the feedback that they give.’ (Assessment Reform Group , 2002a)


Slide 6 :Findings Indicate Teachers tend to assess the quantity and presentation of children’s work, as opposed to the quality of learning The attention given to marking and grading leads to low self- esteem for many children Procedures make comparisons between children, making some demoralised Feedback often doesn’t help to move the learning forward Marking is often directly responsible for regression in pupils Distance marking takes up a large amount of teachers’ time


Slide 7 :Marking Strategies Closing the Gap Prompts Pupil self-assessment


Focusing on the Learning Objective :Focusing on the Learning Objective Over marking pieces of work can look impressive, but research shows that when there is too much written feedback it becomes largely inaccessible to children. It is more effective to have a smaller number of items linked to success criteria as the focus for marking and feedback.


Slide 9 :Marking The principles of effective feedback: Children must know the purpose of the task They must know how far they’ve gone towards achieving it Then they need to know how to move closer to the desired goal Marking should relate to the learning objective It should aim to close the gap by giving specific recommendations Time should be given for improvements to be made


Slide 10 :Closing the Gap Reminder Prompt (AA) e.g. Say more about . . . e.g. Explain why you think this . . . This strategy involves the teacher identifying where improvements can be made and then providing differentiated support in order to enable children to make these improvements There are three main types of prompt


Slide 11 :Closing the Gap Scoffolded Prompt (A) Provides more structure to improve the work. e.g. A Question - Can you explain why ? e.g. A Directive – Please check your answers by e.g. An Unfinished Sentence – The numbers in the sequence are……


Slide 12 :Closing the Gap Example Prompt (BA) More supportive, structures response e.g. Choose one of these statements and/or create your own: Harold was unlucky because he had fought another battle against Norwegians. OR Harold had a lot of bad luck particularly having to fight William soon after the Battle of Stamford Bridge.


Slide 13 :Are eager to look at their marked work and motivated to make improvements. Take more notice of the success criteria, knowing their work will be marked against it. Improve their repertoire of skills by focusing on one thing at a time. Closing the Gap: Impact Children:


Slide 14 :See evidence of improvement in written work, oral work, self-esteem and motivation. Find marking has a clearer purpose. Focus on the learning intention more specifically. Feel that time spent marking is more productive. Spend less time marking in total! Closing the Gap: Imapct Teachers:


Slide 15 :Task Look at the range of maths work. How would you mark it to take the learning forward ?


Pupil Self-Assessment :Pupil Self-Assessment


Slide 17 :Key Points


Slide 18 :Strategies Agreeing rules Traffic lights Visual cues (thumbs, fingers) Short, timed tasks (eg. You have 1 minute, …… Highlighting work Talk partners Analysis against criteria/targets


Golden Rules for children marking with a response partner :Golden Rules for children marking with a response partner How could we adapt this for the children at St Mary’s?


Gender Marking :Gender Marking Read the paper and think about the different ways boys and girls in your class react to your marking.