1. Marking & Feedback Feedback & learner development
Moving from Good to Outstanding

2. Marking & Feedback Feedback & learner development
Some teacher’s marking is not precise enough to
help students improve their work
“Teachers diligently mark books regularly. However many of the comments lack specific detail or do not require (allow/offer the chance for) students to respond in such a way that shows they understand their mistake (or area for improvement); consequently, they do not always learn from their mistakes (or make further progress in their target area)”

3. Marking & Feedback Feedback & learner development
Some teacher’s marking is not precise enough to
help students improve their work
“Teachers diligently mark books regularly. However many of the comments lack specific detail or do not require (allow/offer the chance for) students to respond in such a way that shows they understand their mistake (or area for improvement); consequently, they do not always learn from their mistakes (or make further progress in their target area)”

4. Marking & Feedback Feedback & development
Moving from Good to Outstanding

5. Marking & Feedback Feedback & learner development
Helping our students make the most progress possible

6. What does the research show?

7. In a nutshell please John…..
Above 0.4 means it is having a really good impact on student learning & progress

8. Teacher feedback – 0.73
Only if the feedback is specific, easy to understand and when time is offered for students to respond to that feedback to show understanding and development.

9. Students as quality self-assessors – 1.44
This means that students know how to self-assess and peer-assess. They have had clear and precise feedback modelled for them by their teacher. Not only can they support other students with kind and specific advice to improve, they have developed great self-assessment skills to allow them to use success criteria to improve their own work. They understand the importance of the learning ’journey’ and the need to see learning as a process rather than an end product.

10. What needs to happen next?
ALL teachers should…
How can I lead this?
Clear and transparent marking policy. Internal QA to check it’s happening.
Give students regular feedback
Model the giving of good quality feedback to students
Give students the opportunity to respond to the feedback that they have been given to show their understanding of the advice and to show progress towards achieving it.
Create quality peer and self-assessors in your classroom
ALL
CDT. Sharing ideas within the Faculty and on the Puzzle/STALC. Book scrutiny during internal QA. Offer subject-specific examples in your Faculty handbook.
MANY
CDT. Begin developing ideas within the Faculty. Use the Puzzle/STALC to share with the school. Develop guidelines for your handbook. Track the development of this during internal QA. SEIP.
SOME
This should be a bi-product of the above. Ensure work within SOW have clear student-friendly success criteria. Build-in time for this to be done properly. SEIP.

11. What needs to happen next?
ALL teachers should…
How can I lead this?
Clear and transparent marking policy. Internal QA to check it’s happening.
Give students regular feedback
Model the giving of good quality feedback to students
Give students the opportunity to respond to the feedback that they have been given to show their understanding of the advice and to show progress towards achieving it.
Create quality peer and self-assessors in your classroom
ALL
CDT. Sharing ideas within the Faculty and on the Puzzle/STALC. Book scrutiny during internal QA. Offer subject-specific examples in your Faculty handbook.
MANY
CDT. Begin developing ideas within the Faculty. Use the Puzzle/STALC to share with the school. Develop guidelines for your handbook. Track the development of this during internal QA. SEIP.
SOME
This should be a bi-product of the above. Ensure work within SOW have clear student-friendly success criteria. Build-in time for this to be done properly. SEIP.

12. How am I being supported to lead this within my Faculty?
Coaching, Mentoring, Outreach
Learning Puzzle
INSET – specific workshops
Learning Reviews and SLT ‘focus’
STALC
PDP – encourage your team to consider this as part of an objective (strategy)

13. Why can’t someone just tell us how they want us to do this ‘student-teacher dialogue’?

14. Why can’t someone just tell us how they want us to do this ‘student-teacher dialogue’?

15. Is there a ‘one size fits all’ answer. Sadly not
Is there a ‘one size fits all’ answer? Sadly not! Here are some initial ideas though!
Ebi = Specific things students can respond to in mins ‘DTD’ time eg. show your working out for question 3
Pre-designed stickers for students to respond to exam feedback
Re-draft the work (class or homework activity) showing how ebi’s have been addressed
Transferrable ebi’s – use an ebi tracker to allow students to respond in upcoming pieces of work
Students use a specific colour of pen to respond to ebi’s or make changes
Verbal dialogue stamp and students respond in their workbooks
End of topic/unit evaluation, using teacher feedback as a starting point

16. Discuss Share Experiment Implement
This takes time!
How am I going to lead the development of effective teacher feedback and student response in my area?
Experiment
Discuss
Share
Know how it’s going
Implement