Session 1: 16

th
October 2014
Developing pupil response to feedback and marking
Dates:
Thursday 16
th
October 2014 introduction/ establishing a foundation
Thursday 20
th
November 2014 marking to enable pupil response
Thursday 4
th
December 2014 developing and trying
Thursday 29
th
January 2015 different approaches
Thursday 5
th
March 2015 to share with your department
Wednesday 25
th
March 2015 and other colleagues
CPD: Developing pupil response to feedback and marking
Culminates in CPD market place sharing of ideas and
resources on Monday 27
th
April (INSET evening) and a
brief write up (group entry) for a new T&L journal to be
published in the summer term.
Colleagues who choose this pathway will determine, as a group, the structure of the sessions.
How to measure impact on student outcomes:
Peer observation
Book sampling or sharing
Surveys or interviews
Learning walks

We decide what to do and when to do it.
CPD: Developing pupil response to feedback and marking
This session:

1. Why pupil response is important
i. National context
ii. School context
iii. Department context

2. Establishing a foundation
i. Department policies and
approaches
ii. Different types of
marking/assessment used
iii. Opportunities for pupil
response

CPD: Developing pupil response to feedback and marking
National Context John Hattie and The Sutton Trust
"Of all the factors that make a different to student outcomes, the power of
feedback is paramount in any list. The overall effect-sizes of feedback from over
1000 studies based on 50,000+ students reveal that feedback is among the highest
of any single factor, and it underpins the causal mechanisms of most of the factors
in the top 10-20 factors that enhance achievement."
(Hattie, 2009)


Feedback studies have tended to have high effects on learning. However some
studies also show that feedback can have negative effects so it is important to
understand the potential benefits and limitations. This was part of the rationale
for the design of Assessment for Learning Researchbased approaches which
provide feedback to learners to have a positive impact on learning.
(The Sutton Trust, 2011)
When might feedback have a negative
effect?
CPD: Developing pupil response to feedback and marking
National Context Ofsted Requirements
CPD: Developing pupil response to feedback and marking
National Context Ofsted Reports
"Although pupils' work is regularly marked, teachers do not always provide pupils with clear
comments about what they need to do to improve. When teachers provide this information,
they do not consistently ensure that pupils follow up the comments. Sheffield, 2014

Although work is marked regularly, and in some cases teachers make helpful comments
about how to improve their work, pupils are not given enough opportunity or time to respond
to teachers comments and advice and, as a result, some pupils continue to make the same
mistakes. Doncaster, 2013

"Teachers' marking of pupils' work is improving in English and mathematics but is not
consistent across the school. In the best examples, pupils are shown what they do well and
waht they need to improve. Pupils are then given the opportunity to improve their work using
the advice given. Stevenage, 2014

The quality of work and teachers marking seen in students books confirms that this
consistently high quality of teaching, in both the main school and the sixth form, enables
students to make excellent progress. Keswick, 2014
CPD: Developing pupil response to feedback and marking
School Context School Policy
In the best practice written comments and oral feedback should communicate clearly to
individual pupils and their parents the pupils strengths or weaknesses, level of performance,
suggested strategies for improving their knowledge, understanding and skills, and goals to be
achieved.

All staff need to ensure that marking is regular and thorough enough to spot errors and
inaccuracies. Staff should point out between 3-5 errors and inaccuracies in a pupils work so
that these can be targeted for improvement.

Books and files should be marked every 2 weeks as a minimum for all subjects. However, the
frequency of marking will depend upon the number of lessons in any given week for
individual subjects and some subjects will mark more regularly than once a fortnight.

Pupils should be given time to respond to teacher marking regularly. As a guide, this should
be every 4 lessons. This can be doing corrections, re-drafting parts of work etc.

Targets in pupils books should be followed up a minimum of once a term. Lesson time
should be given over to allow pupils to reflect on targets and pupils should be rewarded for
targets which they have met.

CPD: Developing pupil response to feedback and marking
School Context Work Scrutiny 2013
Note: these
were PP
books only.
CPD: Developing pupil response to feedback and marking
Department Context ?

Does your department have a marking and assessment policy? If so, how does it
tie in with the school policy? How has it been personalised for the demands and
structure of your subject area?

What assessment criteria do you use when marking?
[e.g. APP; content or skill-based level descriptors...]

What type of marking and assessment do you do in your department?
[e.g. Formative; summative; peer; self; light touch; verbal; AtL grades; acknowledgement
marking (ticks); green pen; detailed teacher marking for a specific focus; literacy marking;
target setting; WWW/EBI etc...]

How do you recognise these different types of marking and assessment?
[e.g. Stickers; stamps; different colour pens; highlighting and labelling; use of frameworks;
stick-in sheets...]

What opportunities are there for pupil response?
[e.g. spelling lists; re-drafting; DIRT; improvement tasks...]
Questions to ask to establish a
foundation for this groups work:

CPD: Developing pupil response to feedback and marking
Department Context ?
What examples of good practice do we
already have?
... and where do we go next?

Next session: Thursday 20
th
November - Marking to enable pupil response
Please bring with you:
1. Some examples of different types of department specific marking/
assessment. We will be looking at what opportunities these provide for
pupils to respond, so please bring as wide a range as you can.

2. Copies of your departments assessment criteria, levels, marking sheets
etc.

3. A copy of your departments marking and assessment policy, if available.