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Marking for Improvement: The Latest Developments (Primary)
Thu 27 April 2017, 09:30 – 12:30 BST
Effective marking is an essential part of the education process. At its heart, it is an interaction between teacher and pupil: a way of acknowledging pupils’ work, checking the outcomes and making decisions about what teachers and pupils need to do next, with the primary aim of driving pupil progress. This can often be achieved without extensive written dialogue or comments.
This course will help teachers in the Primary phase to review their practice with the aim of shrinking the importance marking has gained over other forms of feedback and stopping unnecessary and often burdensome practice!
The quantity of feedback should not be confused with the quality. The quality of the feedback, however given, will be seen in how a pupil is able to tackle subsequent work. We therefore recommend that all marking should be meaningful, manageable and motivating. This should be the perspective adopted by all engaged in education.
“For assessment to be formative the feedback information has to be used” (Black and Wiliam, 1998).
Our training will give you a cohesive and structured approach to effective marking. Once trained, both teachers and teaching assistants will confidently be able to mark work to a very good standard.
This course is suitable for all Primary teachers.
What to expect...
Explore a wide range of strategies to eliminate unnecessary workload around marking -e.g. Talk partners; Learning Logs, Video performances, Design specific improvement prompts
Development strategies to support self and peer assessment
We consider what effective marking looks like versus ineffective marking (using case study examples)
Explore the three principles which underpin effective marking: it should be meaningful, manageable and motivating
Strategy marking for the ‘DIRTy’-minded teacher (Directed Improvement and Reflection Time)
Dialogic marking and triple marking
OUR Challenge: if your current approach is unmanageable or disproportionate, stop it and adopt an approach that considers exactly what the marking needs to achieve for pupils
Jennifer Magowan B.Ed; D.A,S.E.(SEN); M .Ed - Senior LearnSpark Facilitator