Recently I have been looking again at the issue of marking. It is a hugely important source of feedback provided that we keep the volume of marking in proportion to the level of impact it can have in improving learning outcomes. I've discussed this in a much-read earlier post: Marking in Perspective: Selective, Formative, Effective,…
I've written before about the ridiculous size of the teacher’s workload and my views on workload will colour completely what I am about to say about marking. While I haven’t looked into the empirical evidence for this, there appears to be something of a consensus about marking, based on the following points. Marking is more…
Bit late on this month's blogsync but better than never, right?... Topic (last) month was: Marking With Impact. Having taught several subjects across KS3 - 5, my marking techniques have varied. Here are just three which I think had impact even if they're not faultless. The Quick In my first year I taught 580 students per week.…
I'm preparing a CPD input for teachers at my school sharing some of my current thoughts about teaching. One of the ideas I want to share comes from Ron Berger - and I got this mainly from David Didau and this post here: http://www.learningspy.co.uk/assessment/improving-peer-feedback-with-public-critique/ The video by Ron Berger, as featured in David's post, is…