“Winds in the east / Mist coming in / Like something is brewing / About to begin / Can’t put me finger / On what lies in store / But I feel what’s to happen / All happened before.”
How to be ‘practically perfect’
My advice would be to make sure that we all have a week’s break but if you do need to catch up with your marking the second week is the time to do this.
Please remember that we are committed to using the yellow stickers, www and ebi comments and the whole school literacy annotations. This is not an option.
We should also be using green pens for student responses to feedback.
This is still an area that requires improvement. I am confident that our feedback is improving but not so confident that students are acting on feedback effectively.
One question from the inspection which keeps coming back to haunt me “If your teacher’s feedback is so good why aren’t you making more progress?”
Remember when marking to resist the temptation of over correcting work. The students need to work problems out for themselves. Our present Year 8 will be the first year to sit the new GCSE exams where 20% of their mark will come from SPAG.
To be blunt there is little point in spending hours on marking books if students are not using the feedback to improve and make progress. We must show evidence of interaction. If you pose a question how do you ensure that it has been answered?
Remember to provide time in lessons and check their responses. I have started using a star stamp every time there is a particularly good example.
We must ensure that our books and folders provide evidence of progress over time. This cannot be achieved if we are not marking regularly over time. I aim to look at books fortnightly – this does not mean that I write lengthy comments every fortnight!
Many of us have split classes. I have found that regular feedback with these classes has really helped my relationships. The tricky issue is whether we share books or have separate books. I think that it should be easier to demonstrate progress with one book but this creates problems when needing to collect in books to mark. Perhaps those of us with split classes need to take time to self/peer assess each other’s marking so that the students are not receiving mixed and confusing messages.
Specific Guidance from EEF (Education Endowment Foundation) on Feedback
- Be specific, accurate and clear
- Compare what a student is doing right now with what they were doing wrong before
- Encourage and support further effort
- Give sparingly – too much stops students from working out what they need to do for themselves
- Provide specific guidance on how to improve.