Improving Student

Outcomes through
Effective Marking and
Feedback
25 th April 2023
Callie Essop – Assistant
Headteacher
AIMS OF THE SESSION
WHO ARE WE MARKING FOR?
 WHY IS MARKING AND
FEEDBACK IMPORTANT?

Teachers know Students can see Data and

what progress is their progress and knowledge to aid
being made next steps planning

It helps identify
Ownership of
students who
learning
need intervention
MARKING VS. FEEDBACK
Marking → Summative Feedback → Formative

Highlights correctness of
Advice and guidance
work

Overcome
Spelling and grammar
misconceptions

Errors Make improvements

After sufficient learning has

Next steps in learning
taken place
THE ‘M’ PILLARS OF
FEEDBACK
 “Feedback should cause thinking. It
should be focused; it should relate to
the learning goals that have been
shared with the students; and it
should be more work for the
recipient than the donor. Indeed, the
whole purpose of feedback should
be to increase the extent to which
students are owners of their own
learning.”
Dylan Wiliam,
Embedded Formative
Assessment
AUSTIN’S BUTTERFLY: THE IMPORTANCE
OF EFFECTIVE FEEDBACK
 2-MINUTE PIT STOP: WHAT HELPS
PROGRESS AND WHAT DOESN’T?
Have a look through the statements on the next slide and, independently,
have a think about which ones will:

1) Improve student outcomes

2) Hinder student outcomes

Improve Hinder
student outcomes student outcomes
 1) Improve student outcomes 2) Hinder student outcomes

Time for Ticks, ticks and Using Lots of red pen Coded marking
reflection more ticks highlighting

Teacher does
No time so Just a grade Prioritising books more work than Self assessment
rushed job to mark first students

A varied Using the same Comments like ‘good

marking technique all effort’ or ‘more effort
methodology of WWW Peer assessment
the time required’
marking EBI
Highlighting Students going Marking absolutely
targets for Students setting Praise stickers back to work and everything in a
students their own targets improving it book

Marking only Picking out every Marking as a

specific bits of Verbal feedback error and mistake Being selective whole class with
work one sheet for all
 EFFORT VS IMPACT

➢ Some methods of feedback will take longer

than others.
➢ Feedback should be as simplified as possible.
➢ Feedback done well takes time.
➢ Not every single bit of work needs to be
focused on.
 HOW DO WE USE EFFECTIVE MARKING AND
FEEDBACK TO IMPROVE STUDENT OUTCOMES?

There is strong evidence to support the fact that

formative assessment that includes effective and timely
feedback enhances learning:

✓ Hattie & Clarke (2018)

✓ Carless (2016)
✓ Pooja K. Agarwal & Patrice M. Bain (2019)
✓ Riches (2020)
✓ Hawe, Dixon, & Watson (2008)
✓ S. Brookhart (2017 So, what evidence is there of these feedback
techniques helping improve student progress?
 FEEDBACK EXAMPLES

WWW/EBI – What Asking questions

Yellow box Using mark
Went Well and Even – using DIRT or marking schemes
Better If. TASC

Marketplace
4 Quarter Marking PANDA Delayed marking
Feedback

Whole class Walking Talking Multiple Choice

Nearpod
feedback sheets Mock and Short Answers
PROVIDING WWW
AND EBI FOR
EACH PARAGRAPH

Students are given

WWWs and EBIs for
each paragraph. They then
use the feedback to
improve their work.
USING QUESTIONS
TO PROBE
STUDENTS

Here, the teacher probes

the students by asking
questions in order to
challenge them to
improve their writing.
 . . .
,
An opportunity for students to ask the teacher anything to do
with the previous lesson; for students to share or discuss work
with peers; to check own work and respond to teacher
feedback.
Encouraging independent and collaborative learning where the
teacher plays an active role in the activity.
 T.A.S.C
• Much like DIRT, TASC gives students
dedicated time to reflect on their work
and make improvements.
• TASC, however, encourages students to
speak – whether to the teacher or to
peers in order to gain understanding,
check misconceptions from previous
lessons or even ask a spelling.
• Students might also want to share a great
piece of work – the teacher could even
mention this student in other books as a
model answer.
• TASC also gives the teacher more of an
active role in this time.
 YELLOW BOX
MARKING

A simple method whereby teacher makes comments on a piece of work and

leaves a yellow box below for student to write improvements in.
Next lesson, students have time to improve their original piece.
The yellow box should indicate how much you want them to re-write so will
differ between students.
 Here a student has
completed their own
peer assessment with
WWW and EBI and
following teacher
feedback, has re-written
a section in their yellow
box.
Here, a student has
taken on board
teacher suggestions
and has used the
model answer to
improve their
response.
IMPROVING STUDENT OUTCOMES WITH YELLOW BOX
MARKING…

When doing
exam practice,
yellow box
marking gives
students the
chance to
focus on one
main area of
improvement
and try writing
it again.

Both students
have increased
their overall
mark by 2.
 USING MARK SCHEMES

Especially useful for A Level or GCSE, after an

exam paper of question(s), the teacher marks
as normal but also sticks the achieved Level
from the mark-scheme into their books and
highlights the bits they have done or target
areas.

Additional annotations also help students see

specifically what they did that earnt them
marks or bits they need to work on in order
to improve their grade.
USING MARK SCHEMES
 PANDA ASSESSMENT

P Praise Peer Assessor says something positive about the piece of

work
A And
N Now
D Directed Peer Assessor suggests a specific point the student has
missed out
A Action Peer Assessor indicates what action the student needs to
take in order to improve their work overall

A peer assessment opportunity where students are guided along the simple
lines of WWW/EBI or frequently used Two Stars and a Wish, however, now
they offer something positive about the work; a specific point that the
student has missed out e.g. a historical fact or scientific term and lastly tells
the student what action the student should take in order to improve their
work overall.
 MARKET PLACE MARKING: EFFECTIVE PEER
ASSESSMENT

Adapted from Ron Berger’s An Ethic of Excellence whereby he discusses the shortfalls of ‘basic’
peer assessment and introduces his ‘gallery critique’.
1. Students have written a piece of work relating to an exam question with full success criteria to
refer to
2. Once complete, teacher and students remind themselves of the success criteria – teacher could,
at this point, share an exemplar example (which could be from a previous class if preferred or
one written by themselves for this purpose.) Teacher goes through the piece, picking out bits that
require some adding to or changing and also bits that deserve praise.
3. Now, students are given time to move from table to table – 5 minutes at each one and told to
assess just one piece of work. They must use a post-it note to write their constructive PANDA
feedback to leave on the book.
4. The marketplace section must be done in silence so students can concentrate on what they are
reading/writing.
5. When the time is up, students return to their seats and read through the feedback left on their
work. They can now use this to improve their work.
 Useful after
Useful in
an
assessment
DELAYED MARKING Asia!

• Student work is not given a grade, or mark on the

work (although the teacher records a grade).
• Only comments, questions or focus areas.
• Teacher written comments address the quality of
the work and give guidance as to how to improve
(using Success Criteria and/or Mark Scheme).
• Students need to be given time to read the
comments in class to find out how they have done
and take action on these.
• After some time (e.g., one to two days) the teacher
could talk with students individually to discuss the
work, the teacher feedback, and the grade or mark
that was given to it.
 WHOLE CLASS
FEEDBACK SHEET
Instead of writing the same, or similar comments on
every piece of work, add them to one document and
ask students to tick the ones that refer to their
work/answers.

✓ Thorough feedback provided

✓ Students read through their own work again
✓ Target setting
✓ Saves you time
 Y E A R 1 0 – W H OL E C L A S S F E E D B AC K S H E E T – T R E ATY O F V E R S A ILLE S A N D L E A G UE O F
N A TIONS P E RI O D IC A S S E SS ME NT, N O V 2 0 2 0
Grade Question 1: DLG and Paris
Peace Conference (4)
Boundaries:
63% achieved 3 or 4 marks -
A = 34
B = 30 - A just and firm peace
- A less harsh treaty than
C = 24 France (GC)
- A settlement that satisfied
D = 21 the British people
- Wanted to avoid Germany
E = 16
seeking revenge
- Germany’s war making
F = 12 potential reduced
Question 4: Guillotine
cartoon (6)
89% achieved Level 3, 4 or 5
- Cartoonist point of view is that
Germany is being treated
harshly/unfairly and this is wrong
OR the ToV is harsh/unfair and is
wrong = LEVEL 5 (6)
- BIG message is that Germany is
treated harshly or too harshly OR
the ToV was harsh/too harsh =
LEVEL 4 (4-5)
- Sub-message includes things that
differentiate the actions of the
Big3 or identifies the impression
of Germany it gives e.g.
humiliated, powerless, treated
unfairly = LEVEL 3 (3)
- Misinterpreting the cartoon =
LEVEL 2
- European economic
recovery
Reduce the threat of
Communism
- Did not want France to
become a dominant power
in Europe
- A justifiable amount of
reparations
- Benefit from German
trading to needed
Germany’s economy to
recover.
Question 5: Disputes LoN
1920s (6)
53% achieved Level 3 or 4
- For Level 4 you MUST explain two
reasons
- A Level 3 explains one reason and can
get either 4 or 5 marks.
- A Level 2 will identify or describe
reasons
- Level 1 will lack specific contextual
knowledge.
➢ The League had no army
➢ The League was not strong enough
to stand up to major powers
➢ Britain and France were reluctant
for the League to take action
➢ Britain and France didn’t want to
take action against countries it
wanted to be friendly with
➢ Some countries such as Poland
ignored it during the Vilna dispute.
Question 2: German were too high Question 3: Aims of League of Nations
unhappiness at ToV (4) (4)
- Deprived of industrial
68% achieved 3 or 4 marks areas e.g. the Saar 79% achieved 3 or 4 marks
- Not happy that many
- Achieve international peace
Germans were now in - Promote international co-operation
- Horrified at the foreign countries such as - Promote business/trade
harshness Poland - Encourage nations to disarm
- Shouldn’t be treated like - Not happy at losing their - Improve living and working conditions
a defeated nation colonies - Enforce the Treaty of Versailles
- Forced to sign the War - Unhappy that Germany
- Discourage aggression
Guilt Clause was now in two parts
- Solve disputes and crises
- Reparation payments
Q6. Military restrictions (10) Q7. LoN peace 1920s (10)
Level 5 = L4 with evaluation
One reason was that the Level 4 = explains BOTH sides 2+2
LoN did not have an army
of its own. This made it
Level 3 = 1+1 or just 1
very difficult to stand up to Level 2 = describe
major powers. This can be
seen in the Corfu incident
As well as military restrictions, you Key words in this Q were ‘preserving
in 1923 where Mussolini
could also talk about: peace’ → this is to do with disputes and
rejected the League’s
demand that he withdraw - War Guilt Clause conflicts, not living/working conditions.
from Corfu. However, You could mention:
France’s armies were - Reparations were too severe
- Effective in dealing with minor
involved in the Ruhr, and - Army was too small
disputes
Britain refused to help - Insulting they were not allowed - Effective in Upper Silesia
without France’s support.
As a result, neither was to join the LoN - Effective in Bolivia and Paraguay
prepared to act. This - Loss of land unsatisfactory - Less effective in dealing with Bulgaria
shows that without an BUT for each of these you MUST explain
army of its own, the LoN
- League was undermined in Corfu
WHY the Germans were dissatisfied with - Mutual assistance pacts made
could not force Italy out.
Eventually, the Council of that term e.g. reduction of armaments without reference to the League
brought a loss of pride and resentment and
Ambassadors ruled that - Agreements such as Locarno and
Greece should apologise to a feeling of insecurity as the size of the Kellogg-Briand were made outside
Italy and pay
compensation.
army was too small to defend against the League.
possible attacks. - Disarmament failed.
WALKING TALKING
MOCKS • Teacher goes through an exam
paper/coursework with whole
class using a visualizer
• Students have their own copy
and add annotations as teacher
guides them
• Time is given for students to
complete a question at a time
• Teacher then shows a model
answer (or can write it live) to
the class
• Students add live feedback to
their original answer
IMPROVING STUDENT OUTCOMES USING A WALKING
TALKING MOCK…

Here, you can see that the students have written their notes/annotations (red at top) and then their own answer
in timed conditions (black) and then added additions/improvement (red at bottom) following teacher’s live
feedback
 MULTIPLE CHOICE AND
SHORT ANSWER FEEDBACK
• Multiple choice questions
and short answers can be
really effective.
• A good indicator of
knowledge retention
• Sometimes we just want to
know what knowledge has
been stored, not how they
structure an essay, evaluate
something or apply a
transferable skill.
• Quick and easy for you to
go through with the whole
class, too
FEEDBACK VIA
NEARPOD • Online/app
• Various activities and
ways to involve
students and get them
to share their
knowledge/understandi
ng/skills
• Immediate feedback
• Prompts for questions
and future planning
• Active learning
 Reflection on EBI
TASC encourages me to It helps keep me motivated
comments helps me to
ask my friends instead of to keep learning and making
find out my improvements to my own
the teacher…which is
weaknesses and most work. I take ownership over
nice if you are shy like
importantly, to solve my work because I know the
me. teacher will mark it and
the problems.
make me reflect!

STUDENT RESPONSES TO FEEDBACK…

I like answering the

teacher’s questions
because it helps me to
continue thinking about
something from a
previous lesson
It makes me aware of my
progress, helps me check what I
got wrong and shows me what I
need to improve on…
 Maths students (of any age!) have completed an in-class assessment and you
have 26 of them to mark

CONSOLIDATION
: INDIVIDUAL A Level English students have answered a 10 mark question on a
REFLECTION Shakespeare text
SCENARIO
PLENARY GP iGCSE students are due to take their mock exam in a months
time and are freaking out about it.
For the following scenarios, have a
think about the different examples of
marking we have looked at and
Year 9 science students have written a write-up for their recent
decide which type or method of experiment which now needs marking.
feedback would be best suited in
order to ensure students make
progress In a French class, KS3 students have written a short piece of writing
about their school day, using a success criteria to make sure they
included everything they needed.

You have just marked 20 KS2 IPC books which had a number of different
tasks and questions that needed marking.
 How can I make
marking this pile of
books more
bearable….?
Thank you for
Listening
Any Questions?