Marking to make a difference

1. Marking to make a difference • Providing high-quality, actionable feedback which makes a difference. • The value of revisiting and redrafting work. • Asking higher-order questions when marking to challenge and deepen understanding (honours thinking).

2. Why does marking matter? According to the Sutton Trust, quality feedback can improve GCSE results by up to ……..grades. Professors Ian Black and Dylan William of Kings College London found that quality feedback can improve a student’s progress by……..months, over the course of a year? Formative feedback improves performance by ……..%, when compared to summative assessment. 2 8 33

3. For us… Why does marking matter? Outstanding (1)

4. Why does marking matter? For us… • Enables us to evaluate teaching and inform future planning • An opportunity to identify, then address, common misunderstandings • A vehicle to push progress - further challenge and providing opportunities to improve work until it is excellent • Shows students that you care and that their work is valuable, thus improving both relationships and the quality of students’ work

5. For our students… Why does marking matter? “…pupils in a class where high quality feedback is provided will make on average eight months more progress over the course of a year compared to another class of pupils who were performing at the same level at the start of the year.” “…effective feedback can improve GCSE grades by one to two grades.”

6. Depth-marking Providing high-quality, actionable feedback • WWW, WWW, EBI - try giving two positives and one next step for improvement. This strikes a good balance and makes for a positive first impression for students. • Comments should link directly to the success criteria for the task, use wording from the success criteria in your comments. • EBI comments should be ‘actionable’ – students must be able to apply the feedback comments to improve their work. • Expect students to demonstrate that they understand the EBI feedback, either by giving an example, extending or redrafting their work (or a section of their work). • Word the EBI comment as a question (and therefore a challenge;) to increase motivation “can you….?”

7. Depth-marking Providing high-quality, actionable feedback • WWW, WWW, EBI - try giving two positives and one next step for improvement. This strikes a good balance and makes for positive reading. • Comments should link directly to and use wording from the success criteria for the task. Students need to see that the success criteria is important and should know what they are being marked against. • EBI comments should be ‘actionable’ – students must be able to apply the feedback comments to improve their work. • Expect students to demonstrate that they understand the EBI feedback, either by giving an example, extending or redrafting their work (or a section of their work). • Word the EBI comment as a question and therefore a challenge; “can you….?” Dylan William: “Good feedback causes thinking… it’s important that, when a student gets feedback, the first thing they do is think… give them feedback that makes it clear that ability is incremental, rather than fixed.”

8. Depth-marking Providing high-quality, actionable feedback

9. Actionable feedback in action! Providing high-quality, actionable feedback WWW: well done, you have used a wide-range of interesting adjectives and have added detail, using intensifiers. WWW: you given opinions for each activity and have justified some of these opinions. EBI: to improve you will now need to include the future tense. Can you give 3 examples of the future tense below, including future tense opinions? WWW: Wow! You have used both the present and future tenses, with excellent accuracy. Well done for using 2 tenses in one sentence. WWW: you have used several direct object pronouns, which adds sophistication and complexity. EBI: to improve your work you should now use the past tense. Can you rewrite paragraph 2, adding in a past tense section? e.g. Hier, j’aijoué au foot avec mon frère. Once students have responded to your marking you can use the ‘target achieved’ stamp to show that they have met the target set.

10. Task: Use the following questions to write about yourself. Include answers to all of them. Give additional information about yourself where possible for top marks. ¿Cómote llamas? ¿Cómoestás? ¿Dóndevives? ¿Cómoeres? ¿Tieneshermanos? ¿Cuándoestucumpleaños? ¿Cuántosañostienes? Example task sheet to have 1st draft, feedback and redraft together in a logical sequence. First draft of work: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________ Teacher feedback • Effort grade: • 1 Outstanding • 2 Good • 3 Satisfactory • 4 Unsatisfactory Re-draft of work (in red pen): Redraft your work in red ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. Ask students to highlight where they have applied their EBI feedback in their redraft.

12. Feedback tip: WWW/EBI code bank • Write a list/bank of WWWs and EBIs • Add numbers or codes to each one • Write the code on student template or in their books • In class, give students the full bank of WWWs and EBIs with their codes • They write their own WWW/EBI out in full then act upon their feedback! • They might: • Redraft the whole thing • Redraft one paragraph (that you have chosen by highlighting for them) • Continue their piece of unfinished work, this time focusing on acting upon their EBI. They then highlight where they have applied their EBI.

13. Feedback tip : Feedback sheet • Create a list/bank of WWWs and EBIs • Highlight which statements apply to the piece of work • Include an ‘other’ / comment box for you to write additional feedback if necessary • Could include a comment box to write a challenge question • Students can: • Respond to any questions • Write a comment • Use the feedback to redraft their

14. Title:Development profile– homework review • Key Vocabulary: • LDC • MDC Must: Understand how to achieve top marks in hmk. Should: Understand how to accurately compare the development of 2 countries Example of follow-up lesson as a result of diagnostic marking.

15. Starter activity with frequent mistakes identified when marking (literacy) • COUNTRY – what to do • The name of a country, continent, capital, sea, town, city – should all be in capital letters. • Singular possessive of country is “country's.” • “Countries” is simply the plural form of “country,” So, if you are talking about more than one country, it would be “countries.” • CAPITALS – what to do • Capitalise the names of people, specific places, and things. For example: We don't capitalise the word "bridge" unless it starts a sentence, but we must capitalise Brooklyn Bridge because it is the name of a specific bridge. Before you start, remember the work we did on literacy. High quality literacy is a basic expectation in all work in all subjects.

16. Your task is to write a report comparing the development of Malawi and Singapore. Students then do a different task, with the same success criteria, using feedback to produce a better piece of work. • Part 1: You must find out the following statistics and present them in a table: • Life Expectancy (what does this suggest about quality of lie) • Literacy rate (what does this suggest about education) • Gross Domestic Product (what does this suggest about economy and wealth) • Doctors per person (what does this suggest about health care) • Human Development Index (what does this suggest about overall development of the country) • Honours thinking: what other statistics might be useful?? Add these to you table. • Part 2: Underneath your table, use the statistics you should compare the development of the two countries. • Use a PEA paragraph structure for each statistic … • POINT: Malawi has a life expectancy of 55 years. • EXPLAIN: This suggests that there is limited healthcare and that there are not enough doctors or nurses in the country. • ANALYSIS: This would mean that economic development is low. • POINT: In comparison, Singapore has a life expectancy of 82 years, • EXPLAIN: This means that….

17. The value of revisiting and redrafting work. • Routinely ask students to respond to teacher feedback. • Time for revisiting work should be built into planning at least twice per half-term (15-20 minute starter activity) or set as part of a homework task (once students are confident with the skill). • Don’t be tempted to skip this! Students will gain as much, if not more, from revisiting and redrafting than from new learning. • Use a guidance slide to support students and remind them of expectations. Circulate and support - we need to train students to do this well. • Use this as a tool to encourage excellence; “if it’s not excellent, it’s not finished.” Students can work towards ‘the perfect piece.’ • Ensure you provide feedback on the revisited work – adds value to redrafting. Students are keen to see that they have improved.

18. Example guidance slide Responding to marking feedback • Respond to marking feedback in REDpen. • QMS – ensure all titles and dates are complete and underlined. • Correct any spelling or grammar mistakes by re-writing the word /sentence correctly 3 times. • Answer any challenge or honours thinking questions in full sentences, with as much detail as you can. • Read EBIs carefully – use the EBI comment to improve your work by giving an example or by extending / redrafting your work, applying your feedback. Challenge: can you set yourself a target for the next two weeks? Write a SMART target in your book and reflect on it when you next complete marking feedback.

19. Feedback tip : Colour success criterias Success criteria with empty boxes • Give students a success criteria which has blank boxes for each point • Students then use colouring pencils to show where they have done each part of the success criteria • Once completed, students should easily be able to see which parts of the success criteria they have done well (one particular colour dominates the page), and what they have not done at all or is the weakest section (where there is no colour or minimal colour used) • Pupils can then write their own WWW and EBI (self assess) • Pupils then can act on this by adding what they need to do from the success criteria.

20. Responding to teacher feedback: “I have improved my nose drawing by adding more and darker tone and adjusting the proportions” Teacher Feedback: “WWW: Fantastic! Amazing drawing of the eye. Great use of detail and tone. EBI: Add in more tone around the nose and gradually blend it together.” Peer Assessment: “WWW: You have put good texture in your drawing. EBI: Try and finish off the lips.” Responding to peer assessment: “ I have responded to my feedback by adding more tone and curve on the lips.” Teacher Question/Honours thinking question: “Q) List two artists that draw portraits. Using the Ipad, list a similarity and difference between your work and the artists work?” Responding to the question

21. Asking higher-order questions when marking to challenge and deepen understanding. Ask challenging questions when marking to extend thinking and deepen understanding. Ask differentiated questions (e.g. recalling knowledge from the lesson for less able students, bringing in wider knowledge, making links, philosophical questions or higher order thinking for more able students) Can you give me another example of this from the lesson? Can you give me another example of this? / How does this link to….? Why do you think…? What evidence do you have to support this? Do you think it is right that…? Do you agree with this? Why/why not? How does this support/challenge…? What would happen if…? How else could we look at…? See handout for more examples of questions which can be used to extend thinking when marking. Did you know?...If a student has got something wrong a number of studies have shown that proving the correct answer for students is no more effective than not marking the work at all. Instead, make students think about their mistake by asking them a question to lead them to the correct answer.

22. Self-assessment and reflection • Allows students to self-assess their progress and develop an awareness of the process of learning. • A valuable tool to inform future planning. • Ask students to self-assess in red pen after an activity/ as a plenary or ask metacognitive questions when marking: What did you most enjoy? What did you find the most challenging? Why do you think this was? What new knowledge /skills did you gain in this lesson? What questions do you still have? How might you find the answer to your questions? What Honours thinking skills did you use in this lesson? Where have you seen this idea/strategy before? When else might it be useful? What problem-solving skills did you use to work this out? See handout for examples of questions which can be used for self-assessment and reflection.

23. Peer-assessment is a valuable tool, when it is done properly. • To facilitate high-quality peer-assessment comments ensure that you provide clear success criteria for students to assess against. • Direct students to refer directly to the success criteria in their peer-assessment comments. • Encourage students to give an EBI based on a part of the success criteria which has not been fully met. • Give example WWW and EBI comments as a guideline.

24. Use an A5 purple feedback sheet Effort Grade Peer assessment

25. 90 word writing task. 16 marks Q3 Higher Paper Q4 Foundation paper Peer (or self) assess using exam board mark scheme. Students must refer to the criteria when peer assessing.

26. Meaningful peer assessment Allows students to engage with specific criteria when peer assessing Avoid vague and meaning full comments Allows students to seeks clear examples of how the criteria is met

27. Over to you! • With a partner, have a look at this example of student work. • What WWW / EBI comments would you give? • What challenge questions could you ask? • What would you ask students to do next? (actionable feedback)

29. Marking top-tips • Little and often • Create a marking timetable – and stick to it! • Collect books in open • Mark from the back • Know which pieces will be depth-marked (schemes of work) • Build in time for responding to marking – then do it! Marking checklist: Is my marking making a difference? • Do my WWW and EBI comments enable students to make progress? • Is my feedback ‘actionable?’ Does it invite a response from students? • Have students revisited their work and applied the EBI feedback? • Have I asked questions in my marking to challenge / deepen understanding? • Have students been provided with opportunities to self-assess and reflect on their own work? • Are the peer-assessment comments in books valuable?

30. Thematic Learning marking examples

31. French marking examples

32. French marking examples