TEACHING & LEARNING

Feedback is about making a difference to children’s learning. Feedback and marking are important aspects to support a student’s learning and progression. Teachers spend a large proportion of their time assessing and marking students’ work; it is therefore essential that comments made are relevant to learning objectives and have substance and direction.

 

 

When used effectively marking and feedback can:

 

• help children become better learners by giving a clear picture of what they have done, and what they need to develop;

• give recognition and praise for achievement;

• provide suggestions for the next learning task;

• enable parents to understand their child’s strengths and weaknesses;

• identify targets for individuals or groups of children;

• ensure regular dialogue between teacher and child;

• suggest individual strategies for improvement.

 

 

WWW  - What Went Well

Encourage students to reflect on their work or another student’s work in relation to the LI or level descriptors.

 

 

 

EBI - Even Better If

Students should discuss at least one area they feel they could develop in the future and what they think they will need to do to achieve this.

 

 

 

 

MAD Time  - “Make a Difference”

Give written feedback to studentsemphasising what is positive about their work. Identify areas for improvement and guide the student with advice of how they should go about this. Most importantly,  give time to the student to MAD.

 

This can be evidenced by different dates on the work, the students using a different colour pen or stamped with a MAD stamp. Students should re - do or add to work but not feel that the first attempt should be discarded.

 

 

 

 

PUPIL FEEDBACK

 

Post- its can be used very effectively in Feedback for the students. It is also a way of providing relevant comments without defacing the students work.

 

Post its can be equally powerful when used by the student to the teacher for to ask for feedback or help.

 

 

 

 

 

MARKING CODES

 

The marking codes should be used regularly by both teachers and students in the correction of literacy mistakes. Pick out two or three mistakes and highlight them with the relevant code then encourage students to make corrections. eg. If the student has made spelling mistakes ensure that they write out the correct spelling next to the work another three times.

 

 

 

 

Peer/Self Assessment

 

Peer/Self assessment are vital for students to become better at evaluating practice themselves. This also provides students with a clearer understanding of the assessment criteria. As a result of effective peer/self assessment students should then be able to make improvements to their work.

 

 

 

 

Written Feedback

 

Feedback needs to be a meaningful process. Comments such as “Well done” or “Keep up the good work” is not moving the learning forward. It is essential that comments made are relevant and have substance and direction!

 

• Highlight success

• Identify 2 or 3 main points for improvement

• Make suggestions, give examples or model

• Keep your comments legible and in language that students will understand.