Whole class marking and feedback
What, drawn, and talk of workload? I hate the word,
As I hate hell, all managers, and thee.Have at thee, coward!
- Feedback is like sushi – it is best when it’s fresh.
- Quality over quantity – targeted to the success criteria. It needs to be meaningful.
- Feedback is not always positive – even when it is designed to be so.
- Students deserve time to digest the feedback and to respond to it. DIRT (Dedicated Improvement and Reflection Time) now common parlance.
- Feedback should engage students to think deeply and be more work for the recipient than the donor. Hence I prefer questions to commentary.
- Feedback that highlights a student’s strengths is as viable as corrective feedback.
- Self and peer assessment are valid assessment processes.
- Demonstrating the marking process is a viable strategy.
Whole Class Marking and Feedback
I read a handful of posts on whole-class marking, most referencing one Mr Thornton @MrThorntonTeach or Jodie Foster, and I decided to adapt the process to marry my own “marking with feedback” thinking and my students.
- Yellow highlighting identities where AOs are evidenced.
- Yellow area – specific feedback against the success criteria
- DIRT questions – provides opportunities for students to think deeply
- Orange highlighting – misconceptions.
- Red boxes – I think are self explanatory.
- GREEN DOTs (dot and circle) marks opportunities for student to identify and correct errors.
- Up arrows – opportunities to upgrade language.
- Polaroid moments – a borrowed phrase – thank you Mr Thornton
I prepared the AO and even added one of two words that I knew the students had struggled with. I then read the student books, making notes as I went. With the success criteria and the misconceptions – I wrote the “DIRT Questions,” and really enjoyed recording the “Polaroid Moments.” The original “cause for concern” changed to “working below the expected standard” (for that student).
I have asked the students for feedback on the process – I will add it to this post when it arrives. First impressions – the students engaged with the crib sheet and thoroughly checked their books.
They liked the process though found the sheets a little “bit much to take in.” They hadn’t made the connect between the yellow highlighted sections in their exercise books and the yellow feedback box and DIRT task.