1. Assessment for Learning
Marking and Feedback
Norma Lea

2. AGENDA Starter – the purpose – Discussion - Feedback
What is good practice? – Discussion - Feedback
Types of marking
Examples of assessment
Structures for marking. Self and Peer assessment
Plenary - Action points

3. Starter
In pairs, discuss and note down the purpose of marking and feedback ……. (3 minutes)
Feedback

4. The Student Learning Journey
Where am I now?
Where am I going?
How do I get there?

5. i.e. the 2 Student Questions
What are my targets (objectives) in this unit / topic?
What do I specifically need to do to help reach or exceed these targets? (marking is designed to help facilitate this…

6. Assessment for Learning
aims to help students to understand and recognise the standards they are aiming for
involves sharing learning goals with students
involves students in peer and self-
assessment

7. Assessment for Learning
Involves feedback which leads to students recognising their next steps and how to take them

8. Students need to know What they have done well
What they need to do to improve
How to make that improvement

9. Individual Reflection Time
What do you feel is the impact of effective marking and feedback on students?

10. What do other teachers feel is the impact of effective feedback?
Effective written feedback:
Affects students’ self-esteem, motivation and attitudes to learning
Helps teachers to inform planning
Accelerates students’ progress
Increases students’ ability to manage the development of their own learning

11. What do teachers think makes for effective feedback?
Clear criteria for the feed back
Developmental criteria that students can make sense of
Students ability to act immediately on comments
Student accessible language
Praise balance
Provision of time in lessons for students to discuss with their teacher their targets / next steps

12. What could AfL marking look like?
Acknowledgement marking – SAVE YOUR ENERGY ON MARKING THAT WILL HELP STUDENTS IMPROVE
Peer assessment – oral and written feedback
Self assessment – students review their work and show e.g. green/amber/red to show level of understanding
Self assessment – students highlight to show an understanding of where success criteria has been achieved in their work

13. What could AfL marking look like?
Teacher Highlight marking – use highlighter pens to indicate 3 successes (green) and 1 improvement (red)
Comment based marking – a detailed comment to open up a dialogue with the student – it should include praise and a target – the target could be in the form of a question
Oral feedback - students record the oral feedback given by the teacher

14. Comments
Should identify what has been done well and what still needs improvement
Give guidance on how to make that improvement
Need to be focused on specific learning points to avoid ‘information overload’
Students need time to read and reflect upon comments if they are to be acted upon – give time in class to do this – highly valuable use of time

15. Comments I have a Comment Bank which will be forwarded to you all.
The samples will require you to select and modify the comment / language used according to the grade / subject

16. It’s all very well, but…
Choose carefully which pieces will be assessed for learning and which will not…
If you are a Maths teacher….there is still scope for comment based marking - linked to (at least) unit assessments
It is unrealistic to expect all written work to be assessed at a deep level….you have a life.!!
But…comment based marking is vital….it’s about finding the balance

17. Things that will help make life easier
Unit target sheets in note books
Rubrics with space for (students’) comments
Students can write what they did well, areas of doubt and what their next steps should be (self reflection and assessment)

18. Getting them thinking!
Allow sufficient time for the process of students amending, reworking and build in opportunities for peer evaluation
N.B. THINK PINK

19. Opportunities for students to be reflective
At the end of each unit provide time for the students to reflect on their learning:
What have I learnt?
What did I find challenging?
What am I still unclear about?
What can I improve upon?

20. AfL Audit Individually, read through the Audit handout.
Refer to focus 2, 4 and 5
Self evaluate your AfL practice
5 minutes

21. Plenary: Reflection Time
Assessment and action points –
Where are you now subject specific across phases with AfL marking and what do you need to implement / further develop now?
Most importantly – how will you monitor the progress?

22. Break