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Feedback Marking

A simple guide to establishing a culture of highly effective learning through establishing feedback marking in schools.

Rob Carpenter

on 22 January 2013

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Transcript of Feedback Marking

A simple guide to developing a culture of feedback for learning How to maximize learning through highly effective feedback Plan for feedback Whilst planning per se cannot guarantee outstanding learning outcomes, it can ensure learning opportunities are maximized. Planning for quality learning should include:
1. Clear goals or learning intentions
2. Steps to success or success criteria
3. Examples or models of learning outcomes
4. Opportunities for students to talk about the intended learning
5. Planned opportunities for feedback that include: peer to peer, adult to peer and peer to adult
6. Independent learning time for pupils to practice learning skills modeled and discussed
7. A planned evaluation of learning which links learning to the intended learning intention. Learning Intentions These are best separated from the context so that
the focus of learning is on the learning outcomes expected rather than the context in which the learning is placed. Sharing the steps to success Linked to planning, the success criteria, or 'steps to success' should always be clear and easy to understand. They should be linked to learning processes rather than learning outcomes.

Please refer to the following examples.... Teach to the success criteria and model the learning! Students are always critically aware of their own performance.

Peer and self assessment are powerful tools that deepen learning. It requires a great deal of trust to be established in classrooms between pupils and teachers.

Ensure peer and self assessment link to the learning objective and the steps to success. For example, if the focus of the learning is to use 'line' and 'tone' effectively....

...this helps determine the processes or success criteria needed for the learning to be successful. The best lessons provide great models of learning to students for what is expected of them. Don't play the guessing game, model the learning and focus on the learning processes! Peer Assessment Written Feedback Marking This needs to be planned for, with opportunities for pupils to respond.
This should always link to the learning intention and success criteria.
Keep the focus on the challenge within the learning and not 'surface level marking'
Ensure that next steps are referred to in future lessons to ensure 'feed back' becomes 'feed forward'. For more great examples of learning, follow me on Twitter:
or view my web gallery at:
Full transcript