Marking

1. Chalfonts Community College
Marking and Feedback

2. Aims of the Session
Make marking manageable whilst ensuring it has
an impact…
• Improvements and Responses – Are they having
an impact?
• Peer and Self assessment – Is it effective? How
can it be used to reduce teacher work load?

3. Why is feedback so important?
Feedback is the most powerful, yet, most under used motivation
tool that we have at our disposal.
Effective feedback allows students to independently make
progress and help sign post their next learning steps .
Effective feedback motivates and allows opportunity for 1:1
teacher dialogue with students.
We should be using feedback :
 To identify the strengths and development of learning.
 To create dialogue between the student, teachers and other adults.
 To create an evidence base of learning and progress over time.
 To address misconceptions of learning.
 To praise and acknowledge good work and effort.
 To EMPOWER and MOTIVATE all learners for a successful future!

4. Chalfonts Community College
Marking and Feedback
Improvements and Responses
Are they having an Impact?

5. FOCUS: Improvements
Purpose:
To create a dialogue between teacher, learners and other adults.
Examples of Improvements
Use positive language that is encouraging… i.e. I really like the way you have……
perhaps you could try……I wonder what would happen if…
Be constructive and concise- one development point might be enough for the
student.
Set your expectations out in the improvements or in response time – how much do
you want them to write? Is one sentence enough to make a difference? Or do students
need to extend their ideas further?
Return to the improvement and offer feedback. Have the students met your
expectation and are ready for a new challenge? Do they need to complete this again
because it hasn’t had an impact?
Strength, Improvement, Response MARKING AND
FEEDBACK
Impact of Improvements:
Improvements inform the students about what is missing from their work. The improvements
should assist students and should impact on the end result in a summative assessment.

6. FOCUS: Response Time
Purpose:
To ensure students have sufficient time to respond to improvements in a focused
environment. ‘Fix it Time’ or ‘DIRT’ (directed improvement and reflection time).
Examples of Response Time
Allocate 15 – 20 minutes at the start of a lesson every 2 – 3 weeks which is dedicated
to responding to improvements. Explain to the task the importance of this task and
what impact it can have on their learning.
Set responses for homework and make the expectation clear – how long should they
spend on this and how much should they do. Homework should then be checked to
ensure the expectations have been fulfilled.
Strength, Improvement, Response
Impact of Response Time:
Students understand the importance of quality responses and edits because specific
time is allocated to this. Students should complete this in silence so they are able to
personally make progress in their learning.
MARKING AND
FEEDBACK

7. Chalfonts Community College
Marking and Feedback
TASK: In your groups you will find examples of
Improvements and Responses in FOLDER 1.
Discuss and evaluate the effectiveness of this
feedback. Share any examples you have
brought with you.

8. Chalfonts Community College
Marking and Feedback
Peer and Self assessment
Is it effective? How can it be used
to reduce teacher work load?

9. Peer and self assessment is highly effective when
done well. Research shows effective peer to peer
feedback is twice as powerful as teacher feedback
because students are learning in two different ways;
as creator and assessor . Research also indicates
students take greater pride in work that will be peer
assessed .
Research shows that 75 % of all peer
feedback actually reinforces
misconception and halts learning !
Be very careful as you may be doing more
harm then good

10. Peer and Self Assessment
• What has worked for you?
• What has not worked? Why?
• How have you set up your
students for effective peer or
self assessment?
• Top tips for others …

11. • Use a common mark scheme / agreed success criteria/ model
answer / exemplar to support the students’ assessment. Ensure
the students fully understand this before embarking on peer or
self assessment.
• Model assessment and feedback with exemplar material.
• Peer or self assessment in pairs/ groups using model
answer/mark scheme.
• Double peer assessment. (First student provides feedback and
second student moderates.)
• Self assessment against learning goals
• Use reflective journals or personal targets.
• Best practice – students peer and self assess and the teacher
moderates the comments.
Peer and Self Assessment Ideas

12. • Self assessment against targets learned from an exemplar.
• Keep the peer / self assessment controlled – do not allow
the students to go tick crazy without guidelines.
• Individual peer or self assessment should initially be
conducted in a quiet environment – can students really
provide quality feedback if they are distracted?
• Create ground rules for your classroom and stick to them.
• Do not allow students to provide comments that are not on
the agreed success criteria e.g. your handwriting could be
neater…
• Teacher moderation of the peer / self assessment.
Peer and Self Assessment Ideas

13. Chalfonts Community College
Marking and Feedback
TASK: In your groups you will find examples of
Peer and Self Assessment in FOLDER 2. Discuss
and evaluate the effectiveness of this feedback.
Share any examples you have brought with
you.

14. Evaluation of the Session
Please complete your registers and evaluations
and hand in before you leave.
What will you do differently as a result of today’s
meeting?
How can you make your marking more
manageable and have more of an impact?