INSET : Advanced Practice in Marking & Feedback

Transformational

David Luard, Northcote Lodge School

 

Beyond Triple Impact Marking – making marking meaningful, manageable and motivating again!

 

Just 45 per cent of primary and 44 per cent of secondary teachers have had a review of marking in their school

NEU teachers’ union, 2018 survey

 

Discover a range of ideas informed by research that can be used immediately for the benefit of both teachers and their students, to ensure that pupils achieve the highest outcomes.

This INSET is designed for staff at schools who already understand the benefits of effective marking and feedback who are looking to move away from unhelpful and time-consuming marking processes and return the focus to improving pupil outcomes through feedback.

 

Having to record conversations with pupils and what the conversations were about – known as “oral evidence” – continues to occupy the time of 61 per cent of primary teachers

NEU teachers’ union, 2018 survey

 

INSET Outline

 

Expert guide to feedback and marking

 

Current feedback and marking climate, including Ofsted’s & ISI’s perspective

What are the issues with Triple Impact Marking and how to move to a more meaningful practice?

The research behind ‘effective’ feedback and how to translate this into practice

Changing the mindset behind marking

Integrating assessment into teachers planning

 

Buzz session sharing the best practice in marking and feedback strategies across subject areas

 

Making marking meaningful, manageable and motivating again!

 

Key principles upon which any sensible marking policy should be based

The 4 stages of feedback

How to work with colleagues to evaluate and moderate teaching and planning

Best-practice ideas of assessment and marking policies that reduce workload and increase student learning

 

A practical toolkit to improve feedback and marking

 

Techniques for oral feedback designed to benefit the pupils

Ideas for gathering feedback during lessons

Strategies for how to respond to feedback within lessons, including how to effectively differentiate for all learners

Methods for developing independent learning capabilities

Self-feedback: promoting self-regulation and metacognition

 

Triple marking is still being undertaken in 63 per cent of primary schools and 59 per cent of secondary schools despite little evidence of its effectiveness

NEU teachers’ union, 2018 survey