Effective Marking and Feedback

Views:
 
Category: Education
     
 

Presentation Description

A presentation on effective marking and feedback used for a whole-trust CPD session. A big thank you to various sources on the internet for their research and resources, but with particular thanks to the following: teaching and learning blog at Meols Cop High School (www.meolscophighschool.co.uk/dep-blog/?cat=15), Chris Hildrew (chrishildrew.wordpress.com) and Tom Sherrington (http://headguruteacher.com).

Comments

Presentation Transcript

Effective Marking & Feedback:

Effective Marking & Feedback I like your hat. Your face is ugly. But your top is nice Nick Melson

Aims:

Aims To explore the research on marking and feedback. To improve the effectiveness of marking through: Triple Impact Marking To explore practical strategies for marking.

Marking Quiz:

Marking Quiz Quality feedback can improve GCSE scores by how many grades? Quality feedback can improve a student’s progress by how many months , over the course of a year? Formative feedback (compared to summative feedback ) improves a students performance by what % ? What % of formative feedback do students actually remember? 2 Grades 8 months 33% 31%

PowerPoint Presentation:

Ofsted - October 2014

PowerPoint Presentation:

Effective Marking & Feedback

Professor John Hattie:

Professor John Hattie He asked: ‘What has the greatest influence on student learning?’ He analysed 200,000 ‘effect-sizes’ from 180,000 studies representing 50+million students.

PowerPoint Presentation:

An effect-size of 1.0 is typically associated with: - Improving the rate of learning by 50% - A two grade leap in GCSE, e.g. from a C to an A grade

PowerPoint Presentation:

Pupils in a class where high quality feedback is provided will make on average 8 months more progress over the course of a year Sutton Trust Educational Endowment Foundation

What is effective feedback?:

What is effective feedback? On your tables, please discuss

Types of feedback?:

Types of feedback? Summative: Formative:

PowerPoint Presentation:

Black & Williams (1998): Grades (summative marking): Consistently found to demotivate low attainers . Fail to challenge high attainers , often making them complacent . Summative feedback? Butler 1988- compared: Students given comments only- performance improved by 33 % Students given grades only- performance declined significantly Students given grades and comments- perfomance declined Lipnevich & Smith (2008): Use of grades led to decreased levels of belief in own competency by students . Students presented with praise reported lower levels of motivation as compared to their counterparts who were not praised on their performance When neither grades nor praise was presented , students’ scores on the exam were the highest . Avoid giving a grade or mark except where absolutely necessary .

Dylan Williams on Feedback:

Dylan Williams on Feedback http://www.youtube.com/watch?v=n4vA2quoYio

PowerPoint Presentation:

Formative Feedback - on average students recalled only of all written feedback 31%

Types of Formative Feedback:

Types of Formative Feedback Challenging – Should extend students’ thinking, usually by questioning- “Which factors are more important?” or “Is this the only conclusion that we could reach?” Think- Do not correct answer but reflect the work back to students, to prompt more thought- such as: “unnecessary”, “too many numbers”, “not really”, “vague ”, or maybe questions such as “why?” , “such as ?” or “how?” Constructive- Tells pupil how things should be done, or build upon present levels of performance. “New speeches get a new line” , “Always break down factors into social, economic or environmental” Encouraging - to foster confidence and motivate students- such as: “Good” “well written ” , “ great work” and the tick ( ) Organisational- Correction of minor technicalities- promotes the value of following orderly procedures- such as “show working out ” , ”neater work please”, “underline the date”, and any SPaG .

PowerPoint Presentation:

On your tables, discuss which of these types of formative feedback you use the most. How do you use formative feedback?

Which type of feedback was recalled the most by students?:

Which type of feedback was recalled the most by students? Challenging – Should extend students’ thinking, usually by questioning- “Which factors are more important?” or “Is this the only conclusion that we could reach?” Think- Do not correct answer but reflect the work back to students, to prompt more thought- such as: “unnecessary”, “too many numbers”, “not really”, “vague ”, or maybe questions such as “why?” , “such as ?” or “how?” Constructive- Tells pupil how things should be done, or build upon present levels of performance. “New speeches get a new line” , “Always break down factors into social, economic or environmental” Encouraging - to foster confidence and motivate students- such as: “Good” “well written ” , “ great work” and the tick ( ) Organisational- Correction of minor technicalities- promotes the value of following orderly procedures- such as “show working out ” , ”neater work please”, “underline the date”, and any SPaG . 20% 20% 50% 25% 44%

Recommendations Combine forms, with particular emphasis on Constructive and Challenging:

Recommendations Combine forms, with particular emphasis on Constructive and Challenging “You discuss many good points but do not always relate these points to the question by saying how conditions in the factories affected children. Were these changes for the good?” c Encouraging Think Constructive Challenging

Closing the GAP:

Closing the GAP http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/

PowerPoint Presentation:

http://www.youtube.com/watch?v=hqh1MRWZjms

PowerPoint Presentation:

Self Assess/ Peer Assess Teacher Assess DIRT/ MAD/ FIT

Self/ Peer Assess:

Self/ Peer Assess Ideally assess against a form of criteria

Teacher Assess:

Teacher Assess Formative Feedback Methods- Constructive Challenging Think Encouraging Organisational

DIRT/ MAD/ FIT:

DIRT/ MAD/ FIT Formative Feedback Methods-

DIRT:

DIRT Dedicated Improvement and Reflection Time D I R T ‘ The Perfect OFSTED Lesson by Jackie Beere

It’s time to get FIT! Fix It Time:

It’s time to get FIT! F ix I t T ime MAD/ FIT Search for green highlighted work: Answer any questions. Improve on errors.

DIRT/MAD/FIT:

DIRT/MAD/FIT Re-draft

Re-drafting & improving:

Re-drafting & improving

Closing the GAP:

Closing the GAP http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/

What is the key ingredient to make DIRT/ MAD/ FIT work?:

What is the key ingredient to make DIRT/ MAD/ FIT work?

PowerPoint Presentation:

Discuss in your groups How can teachers save time when marking and giving feedback?

Use stickers:

Use stickers When marking their books, if an error is seen, a coloured dot is put on the page depending on what the error is . The students search their books, and then correct the error.

Use stickers 2:

Use stickers 2

Use stamps:

Use stamps

Use highlighters:

Use highlighters Pink for areas of strength. Green for areas of growth.

Verbal Feedback/ Live marking:

Verbal Feedback/ Live marking

Aims:

Aims To explore the research on marking and feedback. To improve the effectiveness of marking through: Triple Impact Marking To explore practical strategies for marking.

Time to share:

Time to share Please have a look at the work at the back of the room

authorStream Live Help