Transcript Marking and Feedback

Feedback and Next
Step Marking
in
Mathematics
Aims of the Session
• To clarify the key principles of effective
feedback.
• To outline the features of next step marking in
mathematics.
Assessment for Learning
Where anyone is trying to learn,
feedback about their efforts has three
elements – the desired goal, the
evidence about their present
position, and some understanding of a
way to close the gap between the two.
Assessment for Learning
Deciding:
• where learners are
• where they need to go
• how best to get there
Key Elements of AfL
• Providing effective feedback to children.
• Actively involving children in their own learning.
• Adjusting teaching to take account of the results
of assessment.
• Recognising the profound influence assessment
has on the motivation and self-esteem of
children, both of which are crucial to learning.
• Considering the need for children to be able to
assess themselves and to understand how to
improve.
Marking and Feedback
• Oral
• Written
“To be effective, feedback should cause
thinking to take place.”
Shirley Clarke
Marking and Feedback
Learners need information and guidance in order to plan
the next steps in their learning.
Teachers should:
- pinpoint the learner’s strengths and advise on how to
develop them;
- be clear and constructive about any weaknesses and
how they might be addressed;
- provide opportunities for learners to improve upon
their work.
Effective Feedback
The purpose of returning marked work to pupils or of oral
feedback is to enable pupils to improve their learning.
However, both teachers and pupils need to be clear about
the assessment criteria that will inform marking and
feedback.
For instance, if the learning objectives for the work to be
marked were not concerned with presentation and
neatness, teachers may consider whether comments
about those things should be made, particularly if it is the
only comment that is made.
Successful Oral Feedback
Oral feedback is regular and interactive.
Oral feedback can be direct (targeted to individuals or
groups) and indirect (others listen in and reflect on
what is said).
Works in three directions:
- teacher to child
- child to teacher
- child to child
Successful Oral Feedback
Oral feedback should be:
• positive – recognising the children’s efforts and
achievements to date
• developmental – offering specific, detailed advice to
help children progress
Successful Written Feedback
• Highlights success and improvement against the
learning objective.
• Asks for small improvement.
• Quality marking - once or twice a week - not for every
piece of work.
• Gives children time to act on it.
• Eventually develop shared marking:
– teacher and child
– child and partner - paired marking
– child marks own work.
Effective Feedback
A study by Ruth Butler (1988) analysed pupils’ work
marked by one of the following strategies:
- comments and actions for improvement
- grades only
- praise only
- no feedback at all
The quality of work of those given only comments and
actions for improvement improved substantially from
lesson to lesson. Those given praise only, or grades only,
did no better than the pupils who were given no feedback
at all.
Improving Marking & Feedback
In marking pupils’ work, teachers can consider:
• how well the pupil has understood the task;
• what the pupil knows and does not know;
• what the pupil needs to do next to improve;
• how the pupil will be informed of this;
• how they can encourage pupils to review their work
critically and constructively.
Effective Feedback
Outcome of piece of work
Correct
Correct, with
thorough
understanding
Identify next
steps/
challenge
Correct,
inefficient
methods
Model efficient
method with
task set
Incorrect
Incorrect,
inefficient
methods
Incorrect in
part of
process
Lack of prior
knowledge/
understanding
Highlight
Identify
Identify gap
errors/model
error in
and address
efficient
process
appropriately
method with
address
task set
appropriately
30  6
- 10  2
20  4 = 24
80  9
- 40  3
40  6 = 46
50  2
- 20  6
30  4 = 34
70  1
- 40  7
30  6 = 36
Child A
Child B
Child C
Child D
Child E
Show the reflection of shape A in the line of symmetry
A
Child F
Child G
Child H
Child I
Key Messages
• When AfL is truly embedded, there will be a range of
evidence:
- pupils know what they are learning
- next step marking will be in place
- opportunities to reflect upon learning are
provided
- assessment informs practice.