Effective marking and evidencing for Ofsted

“Has really helped me confirm how I need to address the marking policy”

Katherine Hyland, Assistant Head, St Anne’s Catholic School for Girls

 

  • Do you want to adopt a “meaningful, manageable and motivating” perspective to marking?
  • Do you need the confidence to be able to reject decisions that increase burdens for staff?
  • Do you need a practical toolkit to reclaim your evenings?

Do you need other ways to:

  • demonstrate teacher performance?
  • feed back to parents?

Link marking and feedback with the learning process to ensure pupils’ understanding is being improved

Dispel the false assumptions about marking:

  • What Ofsted REALLY expect to see
  • What government guidance says
  • What the teacher standards say
  • Prepare for Ofsted’s latest work book inspections
  • Clarify the Hattie meta-analysis research and its impact on effective teaching

Upgrade your marking and feedback to ensure all pupils:

  • make rapid progress
  • deepen learning
  • know how to improve
  • are engaged

Marking smarter, not harder: plans to reduce marking time

  • Create a meaningful “marking dialogue” to produce real and lasting change
  • Develop a consistent approach to marking
  • Personalise learning through differentiated and qualitative feedback

Examine and evaluate feedback and marking approaches:

  • DIRT (Dedicated Improvement and Reflective Time)
  • Comparative judgement
  • Peer marking
  • Self-assessment

If your current approach is unmanageable or disproportionate, stop it and adopt an approach that considers exactly what the marking needs to achieve for pupils
Teacher Workload Review, 2016

 

 

 

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