@TeacherToolkit
In 2010, Ross Morrison McGill founded @TeacherToolkit from a basic Twitter account through which he rapidly became the ‘most followed instructor on social networks in the UK’. In 2015, he was chosen as one of the ‘500 A Lot Of Prominent People in Britain’ by The Sunday …
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How does your school promote live marking?
The discussion on marking and feedback has actually shifted significantly over the last decade. Yet, marking is still a burden for many teachers …
It is well-reported that instructors across England work 50 hours each week (usually) throughout term time, with half of this time spent on administrative tasks such as marking and data entry.
‘Live’ implies ‘there and after that in the lesson’ rather than 2 or 3 weeks later on, or worse, when it is far too late to change decision-making throughout the learning process.
There are many benefits to live marking in lessons. There are some downsides too.
Live marking allows the instructor to provide trainees concise, regular feedback that can be acted on instantly. A reliable method that operates in a lot of class settings is zonal (written) feedback– or yellow box marking.
The obstacle is how, not what strategy you pick.
Live marking must do 3 things
Evaluating students’ work can be spoken, and there is the benefit of feedback being ‘there and after that’ in the classroom. Read my spoken feedback report, which recommends that ‘speaking to students’ can add value.
1) Live marking can help discourage instructors from providing trainees with the responses or remedying each and every single mistake in
a piece of work. Rather, promoting metacognition and self-regulation.
2 )Attempt spoken feedback that is scripted and targeted to assist students improve their work. This suggests that trainees can instantly act on feedback, significantly minimizing written marking for the instructor.
3) The frequency and speed of utilizing live marking builds in regular opportunities for trainees to wrap up on work as part of your curriculum style.
Nevertheless, live marking (feedback) is just one type of assessment.
It’s worth keeping in mind …
Nearly every instructor defaults to the words ‘marking’ and ‘feedback’. All of us need to offer a little bit more subtlety and definition to our work.
To date, I have 9 variations of ‘marking’ per se, with examples of trainees’ operate in this resource. Consider feed-up and feed-forward for a moment. Do you know what they are and appear like in the classroom?
Lots of impacts figure out the success of our evaluation, however we’ll go back to this another day.
Marking choices are a concern of the context behind your school’s requirements, the subject and students being taught, what they understand (or not), and your school management’s options. Sometimes (evident) preferences from parents and inspectors influence our decisions too, however instructors are the professionals.
- Download the above sketchnote, plus x30 other Mark Strategy Teach PDFs.
- Learn more inside Mark Strategy Teach 2.0
