Marking is an essential part of any teacher’s diet. It used to be that ticking and flicking the exercise books was enough as long as once a term an assessment was complete and saw raw data was compiled.
Then literacy became a focus for Ofsted and so marking for literacy was introduced. Codes such as sp / gr / p / c and np were frequented in student’s exercise books in the hope that they might look at them at some point.
This didn’t feel quite enough, however, and so summative / formative commentaries were introduced and we ended up with something like this:
However, then came the new idea that students should respond to feedback. To work towards this, I introduced a quick literacy response to feedback strategy:
This didn’t feel as though it was enough though so after a conversation with a colleague, I agreed to trial a new strategy.
Working through the only part of the Star I did not like was the target box. So after seeing Sian Carter’s fantastic marking bag and speaking with her I changed the form to this:
Strengths and targets = traditional two stars and a wish
Things I have done well – in the exercise book, the student will find a highlighted green section – something they have done well. They must identify why this piece is highlighted in green – what is it about it that is strong?
Areas I need to improve: same as above but a piece highlighted in pink to suggest it can be improved and asking students to identify how they would improve it
Reflection: students personal reflection on their work – overall/summative
SPAG: direction to spellings and any literacy errors that are recurring.
(The forms are different colours for different year groups)
We are still in the process of trialling this strategy. I have asked two other members of the faculty to trial before we tweak, if necessary, and roll out.
If you would like a hard copy of the sheet, please email me or DM me on twitter.