why • Assessment milestone sow
1. Hig hly e ff
ectiv
e ma
rking ?
As a teacher do you know the child and does your marking reflect that?
Confirming Understanding.
What does the marking look like when the learner is secure and the main need is to confirm understanding or over learn so learning is retained long term?
of the type of language you could use to embed or secure understanding or introduce a confirmation task.
Confirming Understanding. “It is clear to me that you are now secure in your understanding of…” “To affirm this I would now like you to…”
2. Clear emphasis maintained on progress to target. Proforma enables the teacher to mark effectively.
4. Self and peer assessmen t well supported by a clear emphasis on assessmen t objectives and subject specific vocabulary.
3. Student demonstrates great competence drawn into re-evaluating successes and returning to less successful parts of the drawing 1. Very precise task enabling student to confirm his understandi
A clear questio n suggest s the teacher assesse s the student does have this knowle dge, just needs a
The student confirms their understanding ensuring this is retained long term
Department consistency use stamp to enable students to confirm.
Add to
And in addition to...
What does the marking look like when the learner is secure in some aspects of learning but needs to add to this?
And in addition to...
“You have a secure grasp of…” “You now need to add to this an equally secure understanding of…” “In order to secure this you need to….”
3. Student has talked through their thought process and learning routinehelps the teacher to understand what they 5. Teacher are should experiencin explore ‘quite g hard’ student not able to articulate what- teacher should plan group discussions what point were you struggling what
1. Concise feedback on secure aspects 2. ofTeacher learning. is using an efficient means of giving informati on 4. needed Student’ by a high s selfnumber esteem of is high, students. she is complet ing
1. Instead of you need to the teacher has posed a question that asks the student to add to their understanding
2. The student is directed to look at their own work and identify next steps. Student engagement 3. In this journey, the should besignpost high as they teacher should have identified their tasks/development ownbased learning needs. activities on this.
An example of very concise, efficient marking for a clearly able student. Reference to the assessmen t criteria
Sow supports marking. The dept. have anticipated the kind of work that will need to be done to add to a students understanding by creating a range of EBI tasks that can be stuck in the book
Student has complete d the ‘EBI’ activity, suggestin g they value this.
Demotivate
Motivate
Fine tuning Understanding
What does marking look like when the learner needs to fine tune understanding?
Fine tuning Understanding
“It is clear to me that you are secure in…but you seem to have misunderstood the concept of … “ “You are beginning to develop an
1. Very clear diagnosis what is 2.ofAddressing secure. the
3. Clear dialogue sustained by a focused conversat ion on learning.
misconceptio ns- Clear evidence that the learner’s views have been sought. Clear targets 4. Confirmation identifying of self the learner esteemneeds to find
Can I see myself as a learner?
Do I understand the process?
Can I apply the process independently?
Enhancing metacognitive ability.
What does marking look like when learning is insecure and this is attributable to a lack of metacognitive ability: a lack of ability to apply learning/problem solve independently? How does marking enable the learner to address this to secure more confident and independent learning?
Enhancing metacognitive ability. flaws and gaps
“ I understand from your work that you are finding it difficult to think clearly / logically when …“
Teacher has identified that student progress will be enhanced if the student is encouraged to think about how they are thinking- A colourful visual supports metacognitive ability and enhances the child’s progress in a higher order thinking skill.
entar m m co
y
ing h c a e se t Preci
Learning is a social activity We become what we hear
Esteem and ability
Can you write down one example of something someone has said to you that has a lasting impact?
Esteem and Ability
What does marking look like when ideas of self esteem or ability issues are stagnating progress?
Own worst enemy...
“ I know that you think / feel…“ “We need to address this quickly so that it is not a barrier to your learning.”
“You are well long!”
Remember?
Very specific and clear diagnosis of aspects of the learning that are secure.
Comment supports student’s esteem and evidences the teacher’s continuous assessment of progress.
All in the mind.
What does marking look like when cognitive processes are evident and therefore a focus on cognitive tactics will enable faster progress?
All in the mind.
“You seem to be able to think through the first stages of...“ “Now I want you to use the following thinking framework in order to support... “
The Science Bits.
The the teache app succes r asses s s lica t i o n o f t h e es i r .
ap sr e ak d m r e rne stain a Le d su s. an gres pro
id
Teac h pers er make o na l s h ig is h rega rding ed judge ly next m t he l earn ents step er’s s.
Do not need all types of marking to be outstanding
dia log ue
Chosen strategies are appropriate to move the individual learner forward.
ed personalis
Fo re l l o w tra vea up lea cks ls th dia str rne ho e t log at r r w eac ue eg es th h ies po e er . nd st o
Marking is highly motivational. The learner is enthused and responds by applying the suggested strategies.
Learning Dialogue.
In the following pages the teacher is supporting a learning journey through clear assessment, marking and feedback.
Identify key issues...
...use a comma.
clear diagno sis of specific
Now practise this‌
...please.
Setting simple tasks to rectify this.
Fantastic.
Engage peer to peer instruction...
f peer sment which uch a quality ndicates nts have well red for the y through ion teaching
Think about it!.
Confident commas.