As part of our twilight INSET programme this year I am delivering a CPD session on marking. It’s a great opportunity to bring together lots of ideas from lots of superb bloggers, teachers and thinkers – it’s been quite difficult to condense everything down! Here is the Prezi I’m using in the session (click this link if you can’t see the embed):
The aims of the session are to improve the effectiveness of marking without spending more time on it. This will be done by looking at:
- Public Critique (via Tait Coles here)
- Triple Impact Marking (via David Didau here)
- DIRT (via Alex Quigley here)
Why are we looking at marking? Because…well, I’ll let Phil Beadle take this one:
I chose that photo on purpose.
The key thing to first is identify the gap that we’re trying to close. Fortunately, Tom Sherrington already has this covered in his Making Feedback Count blog:
It’s the gap between students receiving the feedback and acting on it that we need to address. There is no better example of this process in action that Austin’s Butterfly, also blogged about by Tom here, and demonstrated by Ron Berger himself here:
Nowhere is the power of feedback on performance better demonstrated than in this example! Our feedback needs to be:
- Hard on the content
- Supportive of the person
And by “our”, of course I mean peer and teacher feedback, since Berger’s example is primarily focused on teacher-mediated peer feedback.
To demonstrate this, I ask colleagues to undertake a public critique exercise (inspired in part by the Alan Partridge clip used by Tait Coles at TeachMeet Clevedon). I ask staff to produce something to a set of criteria – a haiku, in the Prezi example – and submit it for public critique using Tait Coles’ critique sheets. I have adapted them so that there is space at the top measured for post-it notes to fit into – because I’m obsessive like that. You can download the Public Critique Sheet here.
Following reflection on public critique and applications in practice, we move on to Triple Impact Marking. This idea comes from David Didau and is captured in this presentation from his blog:
A key component of Triple Impact Marking is DIRT – Dedicated Improvement and Reflection Time. Alex Quigley explains the concept in detail (with links) here, but essentially students need TIME to act on the feedback given. This is where the gap is closed. I have been as guilty as any teacher of handing back meticulously marked books, asked my class to read the comments, and then got on with the next bit of the course. What. A. Waste. Well no more – we’re getting DIRTy.
To conclude our look at feedback, who better than Dylan Wiliam (via Mark Miller here):
This emphasises the importance of creating a successful feedback culture to enable a growth mindset. No grades. No levels. Specific targeted feedback, hard on the content, soft on the person.
Our mantra for encouraging excellence and high expectations pic.twitter.com/6WgiIvnKOb
— Chris Moyse (@ChrisMoyse) January 9, 2014
To conclude the session, an exercise looking at managing marking workload. Many of these ideas come from another excellent Mark Miller blog, found here. There are twelve strategies and staff note down the advantages and disadvantages of each strategy in terms of learning and performance gains and workload implications. The idea is to evaluate each strategy in terms of its overall cost benefit to the busy classroom professional.
As a takeaway I’ve also adapted the sheet that Tom Sherrington blogged from Saffron Walden High School – you can download the Student engagement with written feedback sheet which can be seen here:
What has become clear to me in planning this inset is how rich my personal learning network is. The blogosphere is teeming with great ideas about marking, feedback and critique – all I had to do was synthesise the great work of others and stitch it into a package that will fit into 90 minutes of a dark, January evening. I hope it will go well!