To improve student engagement

with our marking we need more…

The research:• Recording targets does not constitute ‘engagement’ with next steps in learning / meeting success criteria• Feedback is often provided too long after the work was completed – thus reducing it’s effectiveness (too abstract)• Students are encouraged to respond to teacher comments but it is often unclear how to do this (“thanks Miss!” “I will try to…repeat comment”)• Students are ‘expected’ to act on feedback in following assessments without being provided with time to reflect on those targets• Students aren’t acting on feedback and are often receiving the same or similar targets for improvement.• Students don’t understand targets!

•Dedicated Improvement and Reflection Time

•Based on the principle that if it isn’t perfect then it isn’t finished.

‘The Ethic of Excellence’ (Berger)

Marking DIRTy style…

•Clearly identify the objective of the assessment •Provide feedback as soon after the work has been completed as possible to maximise effectiveness.• Identify areas of success – where have students met the assessment objective? – green highlighter• Identify areas of the work that can be improved in order to fully meet the objective – red underline •Provide feedback comment

DIRTy feedback and student response…•Dialogic questioning•Phrase targets as questions, to which students respond during planned opportunities in the following lesson if possible.•Provide sufficient DIRT time to allow students to IMPROVE their work•Students are expected to re-write the section of the work that requires improvement. •Personalised and differentiated

“If it’s not perfect, it’s not finished”

Assessment Objective:To explain the message of the cartoon using factual knowledge and details in the cartoon.

Targets for improvement:

1)Which facts could you use to support this part of your answer?

2)Which key words could you use to improve these points?

3)How could you add more detail to this section of your answer?

4)Which details in the source could help you explain this point?

“If it’s not perfect it’s not finished!”

ISN’T

Then

ISN’T

Other DIRTy strategies•Give students DIRT at the end of a lesson to check for errors in spelling/grammar

•Provide DIRT to facilitate peer assessment against pre-agreed success criteria

•Give students DIRT during lesson time to review their progress and decide upon next steps towards learning objectives

FiSHy Peer Assessment

•Friendly•Supportive•Helpful