The SLT, the child, Ofsted or is it a safety net for teachers? The only correct answer is the child. The quality of the feedback, however given, will be seen in how a pupil is able to tackle subsequent work.
Does there need to be a record of the feedback or does the progress students are making in the subject indicate the quality of feedback? Check through a sample of books to assess how students across a range of abilities performed. If they have produced a piece of writing, try and spot common flaws and misconceptions. Discuss any issues and work through them at the beginning of the next as a class.
Triple Impact Marking TIM or Deep Marking are generic terms used to describe a process where teachers provide written feedback to pupils and pupils are expected to respond in writing. The teacher then reviews. TIM became omnipresent in schools following Ofsted praising the approach in a school report. Parents liked it, SLT liked it. However, the workload it introduced and forced on teachers was significant. Indeed, if teachers are spending more time on marking a piece of work that a student in producing that work then something is wrong.
Unions now advise members to refuse to comply with any feedback and assessment policy which generates excessive workload and this includes TIM. Live marking can be great as it helps correct the student as they are doing the work and implement that feedback straight away. An example of live marking may be to call up students one-by-one to your desk.
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It is mandatory to procure user consent prior to running these cookies on your website. Loading Comments Email Required Name Required Website. Teacher written comments address the quality of the work, and give guidance as to how to improve. Students need to be given time to read the comments in class to find out how they have achieved. Secondary school: Providing more English homework for students and ensuring it is effectively marked so they know how well they are doing.
If your school does not have an effective marking policy in place, it is likely that it will be flagged up as an issue. It can be verbal, written, or given through tests or information and communication technology, and can be about:.
Challenging or not, Ofsted will expect to see an effective policy in place, and teachers applying it consistently. However, there are some unresolved issues. Detailed marking takes a lot of time. The Toolkit does indicate that a measured approach to marking is more beneficial for pupils.
Teachers will resent a policy that appears to be more about window dressing than genuinely adding value to the time in the classroom. Beginning by talking to teachers and pupils is always a good foundation for policies. The Sutton Trust materials help demonstrate the importance of classroom practice and can be used to kick-start your discussions. Look around at what other schools have produced and what is available from your local authority if applicable.
From this starting point, you can begin to craft your own version. Agreeing a pilot period and review date is useful to reassure staff that any glitches can be corrected early. Motivating: marking should help motivate pupils to progress. This doesn't mean always writing in-depth comments or being universally positive. Pupils should be expected to check their work before they hand it in, and should be taught to understand the success criteria for a task in an age appropriate way.
The takeaway: marking needs to be meaningful, manageable and motivating, and your school should come to an agreement about what reasonable marking constitutes, and where you could make efficiencies. There are no studies focusing on the impact of acknowledgement marking i. Marking studies from EFL and higher education suggest that in general more focused marking, concentrating on a particular type of error or theme, can be effective in addressing errors.
Although the evidence base is still pretty thin, schools might want to consider 'marking less, but better' - especially given workload considerations. The DfE marking workload review is really useful here: 'the quality of the feedback, however given, will be seen in how a pupil is able to tackle subsequent work'. The takeaway: make your measure of effectiveness how pupils learn as a result of marking, not the frequency with which marking is done. Deep marking was defined by the workload review group as: a process where 'teachers provide written feedback to pupils offering guidance with a view to improving or enhancing the future performance of pupils.
Pupils are then expected to respond in writing to the guidance which in turn is verified by the teacher'. This includes dialogic marking and triple marking. No Government or Ofsted policy has ever set this form of marking as a standard, and no research studies have focused on these specific techniques. While in general we want learners to have to respond to and think about feedback they receive, written marking may not always be the best way to achieve this, and verbal feedback may often be easier and quicker.
The takeaway: pupils responding to feedback is often a good thing, but this doesn't have to be written, nor should teachers always need to respond.
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