Following #MathsConf10, I promised myself that I would stop ‘marking books’ and start giving real feedback to my students. I had attended @Jemmaths’ workshop on developing a feedback (not marking) policy. I returned to school excited, knowing that I could bring this high-impact development to my new school the following September. Five months later, and (finally!) we’re using exit tickets to give timely and personalised feedback to our students. There are still some restraint
The weekend kicked off with an early finish from school to enable us to travel down to Park Lane for the early start of the TES Awards. We had missed the reception drinks so headed straight to find our table in the humongous room downstairs. Seated at our table were other shortlisters for the Bev Evans award, including TeacherCellar and ALutwyche. We were also fortunate enough to be sat with Magda and Amy from the TES resource team who were keen to hear our feedback. The even
Marking is a big topic at the moment. There are lots of questions around about effective marking, what we should be writing down and how long it should be taking us. With this in mind, I wanted to share a few ideas to support you in timely and effective marking. I think the first thing to mention is that the feedback doesn’t have to be from us as teachers – if you can train your students to give effective feedback to each other, this can impact on your workload in a big way.