Reflecting On Marking

THIS is a very good example of marking (colleagues words not mine) that demonstrates the progress of learners through combined summative and formative assessment.

All schools carry out book scrutiny and marking reviews of student books/folders to make sure that teacher’s marking is consistent across the school. Marking reviews should take into account the types of formative and summative assessment that takes place in order for learning to be reshaped and the young people to make progress. All types of marking should be taken into account; self assessment, peer assessment, teacher assessment, verbal assessment and written assessment.

I recently took part in a book scrutiny where some of my Year 7 and Year 8 folders were taken to be scrutinised. My school welcomes all the various forms of marking and are very reasonable when it comes to the regularity of seeing teacher assessed work. My most regular assessment is that my of my own questioning of the students when they are doing work. As I question them I give them immediate feedback on how to improve, especially where there is misunderstanding. I am working hard at the moment to get students to write this feedback down as a prompt for them to make progress. I genuinely believe this is the best form of regular assessment that focuses on every child. Of course, mixed in around this, are all the other forms of assessment.

When it comes to teacher assessment. I have a very simple approach which involves the summative assessment also becoming a formative assessment. THIS is my approach with examples.

  1. Provide the grade that the young person has achieved as a ‘What Went Well’ (WWW). This is based on a grading criteria that is shared all the time with students when they are working. This marking includes underlining any key points they have made from the grading criteria. (Green pen)
  2. Provide an ‘Even Better If’ (EBI) in the form of a question which is based around how they can/could gain a better grade.
  3. Focus on some key literacy points by circling the key word or part of the sentence e.g. certain key word spellings, punctuation, grammar.
  4. The student, as a starter activity in a lesson, then answers the question in full sentences and corrects the literacy errors. This motivates the student to think about their work against the grading criteria and make further progress. (Red pen)
  5. The teacher then reads the answer and improves the grade of the student (if applicable) during the lesson when talking to them as part of the normal learning process. This also allows for a wonderful dialogue to be developed with the learner.

THIS is a common sense approach which is very easy to follow and does not take any additional work or time commitment. I am sure that this sort of approach is being completed by most teachers, but if you are looking for some inspiration then I have included a couple of examples of the teacher assessment that was seen in the recent scrutiny. These examples are from students with differing levels of ability. It does not include the full piece of marked work or the grading criteria (found on a different page in the student’s work). Self and peer assessment which was also completed, as part of the learning process for this project would have be seen on other pages of the marked work.

I hope you find this useful? Any constructive comments as always will be greatly received.

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2 thoughts on “Reflecting On Marking

  1. Pingback: Reflecting On Marking | Gareth Lewis | The Business and Economics Echo Chamber

  2. Pingback: Reflecting On Marking | Gareth Lewis | Echo Chamber Uncut

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