Dont tell anyone, but i find marking SO boring.
I think this is often reflected with how my pupils receive their books back. The first thing they want to see is what mark/grade/level/percentage they got. Then the second thing they want to see is what mark/grade/level/percentage their friend got. Maybe they will then look at the comment and target I wrote – maybe. Unless of course I put it on a previous page to where their mark is. There is no way they are going to be bothered to turn back a few pages to look for something they are not interested in and might not even be there.
And so the lesson starts and, without anyone noticing it, we have all silently agreed that there may be a target in their book but we will not bother referring to it again.
How then do my pupils or myself actually know if they are making progress
So this year I thought we could change things a bit. I have 3 aims: 1) Improve the response to the targets I set 2) Improve my monitoring of these responses and 3) Not increase the amount of time I spend marking (see opening sentence)
So I have drafted this table to put in the front of their books at the start of the year. I would appreciate your thoughts as to the viability and effectiveness of this tactic.
|target||Level at the time (if given)||Page and date||My reply||Page and date for proof||Teacher’s response|
|1||You need to describe geographical patterns in more detail||4c||12 and 10/10/13||Please see my comments on the map||16 and 29/10/13||Well done you have definitely got a level 4a now|
Thanks to twitter suggestions, I am considering the following changes:
a) Speed the whole process up so pupils respond to original comment quicker. Maybe by setting the next homework as this task
b) Ditch mention of levels
c) Try it with only one year group and review at October half term ( I would prefer y8 I think)
still open to more suggestions though 🙂