Marking and Feedback CPD Theories on marking Expectations

Marking and Feedback CPD Theories on marking

Expectations and ground rules • • Respect the views of others Give everyone space to make a contribution All questions are valid Actively listen Take part Confidentiality – Chatham House Rules Challenge the idea and not the person Do you have any of your own you would like to add?

Aims and outcomes of the session • • • To explore the key educational theories and studies that deal with marking and feedback. To discuss how to apply these ideas to your classroom practice. To plan how to implement some small changes to your classroom practice with these findings in mind.

Where are we: Our school • What do well in terms of our marking and feedback? • What have we already done to improve our marking and feedback? • What do we still need to improve? • What do we want to improve upon next?

Where are we: You • What areas of your marking and feedback practice do you feel confident about? • What have you already done to improve your marking and feedback? • What do you still need to improve? • What do you want to improve upon next?

Marking and feedback bingo • You have all had pre-reading to do but you have not all had the same pre-reading to do. • Write down the main idea that was discussed in your pre-reading in the appropriate box on your bingo card.

Marking and feedback bingo 1. Dylan Wiliam on assessment and feedback 2. John Hattie on feedback 3. Robert Rosenthal on high expectations 4. Doug Lemov on teaching techniques 5. Doug Lemov on practice 6. Daniel T. Willingham on cognitive science 7. Ron Berger on excellence 8. Robert Bjork on desirable difficulties

Marking and feedback bingo • You now have five minutes to find other people who were allocated one of the other seven prereading topics prior to the session and fill in the main idea for as many of the boxes as you can. • There are prizes on offer for the first to get a line and the first to get a full house!

Theory Robert Bjork: Bjork believes that certain training conditions that are difficult and can appear at first to slow down or impede performance at the time in fact have greater long term benefits and better results in terms of achievement and progress. Think: Think about the statement for 30 seconds. Pair: Pair up with someone in your group and discuss your thoughts. Share: Be ready to share your ideas.

Theory statements: Dylan Wiliam: In psychological studies, ego-involving feedback was shown to rarely be effective and at times can even have a negative effect, actually lowering achievement. He argues that it is possibly better to say nothing than to give ego-involving feedback to students. On the other hand, task-involving feedback was shown to have a significantly positive impact on student achievement. John Hattie: He explored many issues around feedback and highlights the following as some of the most important elements for success; quality over quantity, positive student culture towards receiving feedback, disconfirmation is more powerful than confirmation in feedback, errors must be welcomed, correct peer feedback is powerful and assessments should provide teachers with feedback about their methods. Robert Rosenthal: Teacher expectation, especially with younger students, can indeed influence student achievement. Through their study they explored the notion that reality can be influenced positively or negatively by the expectations of others. Rosenthal talks about biased expectancies affecting reality and creating self-fulfilling prophecies.

Doug Lemov – Teaching Techniques: Lemov believes great teaching is an art. Doug Lemov – Practice: Practice does not necessarily make perfect; practice makes permanent. Daniel T Willingham: Memory is the residue to thought. Ron Berger: We need to develop a classroom full of craftsmen. He states that this approach would mean that students work would be is strong, accurate and beautiful and they would be proud of their work regardless of their starting point or background. Robert Bjork: Bjork believes that certain training conditions that are difficult and can appear at first to slow down or impede performance at the time in fact have greater long term benefits and better results in terms of achievement and progress. check

Show and tell Robert Bjork believes that certain training conditions that are difficult and can appear at first to slow down or impede performance at the time in fact have greater long term benefits and better results in terms of achievement and progress. Strategy - Repeat and weave Interweave repetition of learning. Instead of only marking and feeding back on specific skills and knowledge in chunks, spread the learning and relearning of them over the term or year. Weave the same thread of learning along with other threads of learning so that the students are practising the skills and relearning the knowledge alongside other things. Get them to them look back over previous task and feedback that are linked so they can work on them again. Do you have any ideas about how best to incorporate these ideas in to you marking and feedback practices?

The students? This is all about making sure the experience for our students, in our classrooms, is the best experience we are able to give them. So why are we looking at theories about marking and feedback? • To make our assessment of students even more accurate • To allow our students to progress even faster than they do now.

Practice • Pair up on your table and choose one person to talk for one minute about an issue or thought you may have with any of the ideas that we have looked at today. • The other person should listen carefully to them. • Talk to your partner and give them as much detail as possible.

Coaching • Once they have finished telling you about their problem, take them through the GROW process of coaching to try and see a way forward. Ask them questions to help but do not offer any answers yourself! • Once you have finished repeat the whole process in opposite roles. Goal What do they want to achieve? Why do they want to achieve it? Reality Where are they now? What have they already tried? Options What are things that they could try? What have others tried? Will do / Way forward What are they going to do now to move forward?

Practice • What was the result of the discussion in your paired coaching activity? • Consider how the conversation might help you with your issue as you go forward in your practice.

Reflect and review Aims: • To explore the key educational theories and studies that deal with marking and feedback. • To discuss how to apply these ideas to your classroom practice. • To plan how to implement some small changes to your classroom practice with these findings in mind. Individual reflection: • Take minute to reflect on how you have found this session and what it has made you think about.

Follow-up Commitment to action • Consider what you already do in your own practice from the ideas we have covered today. • Consider what you would like to experiment with improving on as a result of the ideas we have explored today. Next session • We will be introducing you to the marking and feedback cycle that incorporates some of the ideas we have looked at today. • We will be considering how we prepare for our marking.