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Teaching and Learning

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Lisa Adams

on 14 May 2013

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Transcript of Teaching and Learning

Marking & Feedback Lavington School Where are we? Positives
Most books are marked regularly
Assessment & Success criteria being used by some
Feedback sheets
Use of targets
Opportunities for self review

Areas for development
Consistency of marking across all departments
Use of praise
Evidence / opportunities for students to respond to feedback
Formative teacher comments How could we do it? What do I need to know?

Providing effective feedback is challenging. Research suggests that it should:

be specific, accurate and clear (e.g. “It was good because you...” rather than just “correct”).

compare what a learner is doing right now with what they have done wrong before (e.g. “I can see you were focused on improving X as it is much better than last time’s Y…”).

encourage and support further effort (getting a balance between support and challenge) and be given sparingly so that it is meaningful (as too much feedback can stop learners working out what they need to do for themselves).

provide specific guidance on how to improve and not just tell students when they are wrong.

Wider research suggests the feedback should be about complex or challenging tasks or goals as this is likely to emphasis the importance of effort and perseverance as well as be more valued by the pupils. Feedback can come from other peers as well as adults. Marking of books

All departments will use the following system to mark work completed in class or for home learning:

T+ shows the student is working above target
T shows the student is working on target
T- shows the student is working below target
Tx shows the student’s work is unacceptable

The T relates to whether they are on Target for their End of Key Stage Target

This system is designed to make sure that work which is not being formally assessed, as above, still allows the learner to know whether they are working at an appropriate level. Teachers will use their professional judgement in using the ‘T’ system. Teacher

Books marked at least every fortnight, using the T system, and following whole school marking codes, including literacy (see department guidance)

The T system accompanied, on appropriate occasions a formative comment which enables a student to know how to improve.

Students are given the opportunity to respond to the formative comments and correct their work Purple pen RTM (Response to marking) or RTF (Response to feedback) seem to be very common abbreviations used with whole school marking policies, to gain consistency with feedback, and to allow students the opportunity to reflect and review upon the marking/feedback/grade.
It formalises student learning and action for future work, with a short sentence or statement about what they will be doing with this feedback – it could be a literacy target e.g spelling list/ writing out a sentence with the correct punctuation, writing a definition, amending a piece of work, a target for the next piece of work, or recording a verbal comment with the teacher about their discussion.
RTM/RTF could still be in the same colour pen used by the teacher and student. The aim is to formalise feedback and allow some measure of impact for students/ staff and parents in work scrutiny, over a period of time.
Colleagues estimate it doesn’t take any more than 3-5 mins in a lesson, but the impact is considerable for progression. 3 C's
Full transcript