1. Main strand session 16 Session Sixteen Measuring Learning 1: marking; recording; reporting; monitoring Jim Rogers

2. Or... Session Sixteen Well done. A++. Keep up the good work. Good effort. What a mess! See me. Jim Rogers

3. Aims to consider what marking is for; to consider ways of manageable and meaningful marking.

4. Objectives to understand the formative and summative role of marking, recording and reporting; know how to mark efficiently & informatively for pupils, teachers and parents; appreciate the dialogue between learner and teacher.

5. So why mark pupil’s work? Consider why we should, (or shouldn’t ?) mark pupils work. Define the terms formative and summative assessment. Consider what should be marked, how often, and who will benefit.

6. Formative assessment ‘the pig doesn’t get fatter just by being weighed’. Help teachers better to understand students’ progress in learning. A process of informing the learner how progress maybe achieved. Positive, constructive feedback and targets. Guide teachers’ responses to students’ learning, e.g. decide on the next steps. Help raise students’ achievement. Help give students feedback on their learning. Monitor standards of students’ work. Evaluate the effectiveness of planning and teaching.

7. Formative assessment could include: Watching and listening to students as they work; Questioning, discussing or reviewing work with students; Marking students’ work, perhaps alongside them; Students reflecting on and assessing their own work; Agreeing ‘what next’ with students, that is, short term targets to improve their work.

8. Summative assessment Recording a summary of learning, assessing the level and development of a pupil at a particular time. Make judgments about progress or attainment in relation to levels or grades. Inform other teachers about students’ achievements. Inform parents about students’ progress help teachers and schools to address accountability. Inform evaluation and development planning.

9. Excellent. Spot on. “Personally, I have never learned anything from my teachers’ marks or their efforts to summarize my work in one banal phrase, such as “Excellent,” “Well done!,” or “Keep up the good work!” I do not expect my students to take my comments seriously if they suggest to them that their work can be summed up in “Great effort!”” Konrad Glogowski 2006

10. The dialogue... “I discovered that when you comment on student writing as a reader, the students read your comments because they do not remind them of what they did wrong, or what they should have done, or what they need to do next time. Instead, they see comments that focus on ideas, that recognize the voice of the writer and the effort behind that voice”. Konrad Glogowski 2006

11. A marking policy Now its your turn to devise a formative marking policy. Consider: How work should be marked formatively Rationale for policy Frequency, manageability What should be marked, and how this is recorded (would you use NC descriptors - or parts of them?) The colour of your pen, stamp, smiley face ?!

12. And now try it out... Take a piece of work and try and mark it. Individually first, then share and compare with the rest of the group.

13. Feedback PPraise IImprovement EEncouragement P Praise EError NNext steps 13

15. Assessment Decoder Geography A Excellent B Very good. C Good work. D You have tried your best – commendation. E Your work is not acceptable. Please redo or see me. F Set yourself a target for next time: how can you improve? G You tackled the task with enthusiasm. H You showed that you understand this bit of geography well. I You wrote some interesting thoughts. Good. J You have misunderstood the task, please try again. K You felt for how other people feel in this work. Good empathy. L You have expressed your own thoughts well: do it every lesson. M Your understanding of geography is improving. N More effort is needed in your geography work – this isn’t good enough. O Your target is: to explain your answers about geography in more depth and detail. P Your target is: to refer specifically to data in your work to support your answers. Q Your target is: to give evidence to support your opinions or answers. R Your target is: to not to rush tasks and complete in detail with full answers. S Your target is: to improve the time and effort with homework. T Your target is: to present information or your work more clearly and accurately. U Your target is: to plan your answers carefully before you start. V Your target is: to learn about this topic without copying from books or the internet. W Your target is: to finish off all the work set in class X Your target is: to follow instructions given to you, and to ask for help if you need it. Y Other: your teacher will have provided more detailed feedback for you. Z See me. I want to talk to you. If you don’t understand what the comment means … ASK! You should now record your mark and target on the form at the back of your book. You will also receive your National Curriculum Levels for each assessment. These also need recording along with your target to improve.

16. Like worksheets marking can kill...some advice: Get yourself a teacher’s planner & buy loads of marking pens. Follow the school’s marking policy - including the frequency of marking, and what should be marked. With this work out a system of rotation, including noting: absence; late work; book missing etc. ALWAYS follow up students not submitting work. Where possible always inform the student how improvements and progress can be made.

17. Useful reading: GA National Curriculum QCA Teaching Geography Balderstone: chapters 32 - 34