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No Written Marking. Job Done.

28/9/2017

111 Comments

 
The Forth bridge is an iconic structure that spans a distance of 2.5km across the Firth of Forth. The bridge is most famous for the colloquial phrase ‘painting the Forth bridge’. This saying comes from the erroneous belief that the bridge was so huge it would need to be continually painted to maintain its upkeep.  Such a practice never existed. In 2011 a new coating designed to last 25 years was applied to the Forth bridge. The engineer Colin Hardie of Balfour Beatty Construction was quoted as saying “For the first time in the bridge's history there will be no painters required on the bridge. Job done.”

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I never really questioned the value of marking. It was something you just did. Of course, children need their books marking. What else are we supposed to do with them? Spending holidays catching up with marking that I had neglected was annoying but self-inflicted. Yes, I resented it but I knew it was my own fault for not using my time more effectively. When it came to light during an Ofsted inspection that a colleague hadn’t marked their books for six months we were all stunned. How on earth could you not mark your books? It was heresy!
 
Like painting the Forth bridge, written marking is a seemingly never-ending task. As you complete that pile of books on a Sunday evening you know full well that Monday will bring a fresh new pile of books waiting to be analysed and responded to (possibly in a particular colour of ink and a range of highlighters).  Marking is iconic. For many it is an impressive superstructure towering over teachers’ day to day lives. It stands firm and unmoving despite changes in the educational weather. 
 
The phrase ‘painting the Forth bridge’ passed into everyday use despite never being founded on evidence. Can we now begin to say the same for the convention of written marking?
Well, over the last twelve months I have become increasingly aware of schools across the country eschewing traditional marking policies in favour of ‘no written marking’ approaches.  Through exploring the blogs of Clare Sealy, Joe Kirby, Daisy Christodoulou and Jo Facer. I began to doubt the impact of what I had spent many hundreds of hours of my teaching career doing, namely marking books with written comments. (I have put a list of these brilliant blogs at the bottom of this post)
 
When the EEF toolkit was published, as a school, we fell into the trap that many did of conflating marking with feedback. This lead to an overemphasis on written marking at the expense of other forms of feedback. Written marking became king. We tinkered with the idea of dialogic marking where teachers responded to a pupil’s work, children responded to that response and so on ad infinitum.  We were bolstered by the fact that our outcomes across school were rapidly improving so it seemed a reasonable assumption that our marking policy was part of this success.
 
As I read more widely, I became aware that the marking we asked teachers to undertake was perhaps not having the impact we had convinced ourselves it was having.  The words of Michaela Community School’s Deputy Headteacher, Joe Kirby, rang loudly in my ear “Written marking is useful for one child, once only”.  What if all the hours spent marking each week could be used for something else? And what if we could actually improve the quality of feedback to pupils without the Sisyphean task of written marking?
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​Our concerns with our system of marking were three-fold –

1. Was the quality of feedback really as good as it could be? Were children really able to understand how the teacher wanted them to improve from a brief written comment? Were teachers compromising their feedback, truncating complex ideas into short comments with child-friendly language? 

2. Were children really taking responsibility for improving their own learning? Or, were they relying on teachers to identify their errors and then simply responding to the teacher’s marking? For example, by filling in missing full stops that had been helpfully located by the conscientious teacher. As Dylan Wiliam states in Hendrick and Macpherson's What Does This Look Like In The Classroom ...
“…too many teachers focus on the purpose of feedback as changing or improving the work, whereas the major purpose of feedback should be to improve the student.” 
3. Were teachers so bogged down with the constant pressure to mark that they were unable to spend time on more valuable activities? Were teachers able to thoughtfully adapt their planning in light of feedback received or creating high quality resources that could be used again and again? (We also had an inkling that staff who were completely burnt out from an eternal marking pile might not actually make the very best teachers).​

​At the end of the Summer Term we started to have serious conversations about replacing the current marking policy.  We knew that Ofsted were not looking for a specific type of marking but were merely checking consistency of approach and that schools were able to achieve outstanding grades in an inspection despite being advocates of ‘no written marking’ policies.  The Ofsted Myths document from August 2016 clarified that…
“Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy.”
As we started back in September we took the decision to design a new feedback policy that removed the need for written comments in books and implement a more effective system of giving ‘whole class feedback’ at the start of the next lesson. We decided to trial this using the following broad approach…

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After a lesson, the teacher looks through the pupils’ books for common misconceptions and errors in basic skills. They then sort the books into 3 piles – children who didn’t grasp the concept taught, those who showed good understanding and those who did particularly well. Teachers tick each piece of work to show it has been checked and ‘star’ any parts of work that are worth sharing as good examples.  Whilst looking through the books, teachers make notes on the key messages to feedback to pupils at the start of the next lesson using a grid. Here is an example of what one might look like when finished (fleshed out a bit more than would be necessary in practice)...
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So far, so good. This book checking process should take no more than 15 minutes for a set of 30 books and where possible, children will have already marked their own work in the lesson to speed up this analysis (particularly in subjects like mathematics).
 
After this, the teacher plans a whole class feedback session using the notes from the sheet as an aide-memoire.  The start of the next lesson begins with the teacher sharing the best work (perhaps using a visualiser), identifying common errors in basic skills (e.g. spellings, number facts) and then addressing common misconceptions that have been identified.  This session is flexible in how long it takes but a typical session might be ten minutes or so giving time for children to redress any misconceptions that had arisen and, where useful, check through their work and improve it based on the feedback given (bearing in mind the Dylan Wiliam quote from earlier).
 
We are now in the throes of the trial and it would be naïve of me to speak authoritatively on the impact this is having on children’s learning.  One thing I can be fairly certain of, however, is the immediate and profound impact on teachers’ workload. For a start, our teachers have happily reported to me that they no longer need to take books home to mark. As @Claire_Hill_ states eloquently in her blogpost ‘Research: the gift of time’...
“Teachers are a school’s most expensive resource so our time is, quite literally, too valuable to waste on practices that are inefficient. But, being efficient doesn’t take any of the love or soul out of teaching; it gives us more time, energy and knowledge to deliver really great lessons.” ​
Let’s be clear, we are in no way pioneers of this approach. Many schools have gone before us and have thankfully blogged about their approaches with great clarity and conviction. In a way, it is reassuring that a ‘normal’ primary school like ours is able to make such a move away from established practices to improve the quality of feedback and reduce teachers’ workload. There is perhaps hope for other schools.
Is a time coming when headteachers across the land might echo the words of Colin Hardie as he applied that final coat of durable epoxy paint to the Forth bridge?
                  “For the first time in history there will be no written marking required in books. Job done.”

Whole Class Feedback Sheet
File Size: 45 kb
File Type: docx
Download File

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*UPDATE (4th Oct 2017)*
After posting this, I had a number of people asking what the whole class feedback forms looked like in practice. I tweeted some images of our teacher markbooks - Click the image of the tweet to have a look.


*UPDATE (23rd Oct 2017)*
After running our trial for a few weeks we have decided to make a change to the nomenclature for our approach. Instead of 'Whole Class Feedback Sheets/Sessions' we felt it better reflected what was actually happening in class to rename these as simply Feedback Sheets/Sessions. We ensure that verbal feedback before the next lesson meets the needs of individuals, groups and the whole class. For example, some teachers during the trial would feedback to individuals on entry to the class, briefly talk to any groups and then give the whole class feedback.
*UPDATE (7th November 2017)*
Our new teacher feedback books arrived in school today (see picture).  
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Useful blogs for further reading

Feedback and English Mocks - Daisy Christodoulou 
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Marking is a hornet - Joe Kirby 

Why my school banned marking - Clare Sealy

The new no marking policy in my school and how it works - Clare Sealy
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Giving feedback the Michaela way - Jo Facer


111 Comments
Anne-Marie Hanson
28/9/2017 06:58:09 pm

Brilliant!

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Emma
29/9/2017 09:52:25 am

Hi, just a couple of questions, when you have completed your whole class making sheet does this then get stuck in the books? if not where do you keep it? Also, when children have 'responded' or edited their work based on whole class feedback, do you then mark that? Also, sorry, does this allow for individualised feedback for each child? Thanks

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Alice
29/9/2017 02:29:20 pm

Good idea...

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Andrew
30/9/2017 02:23:41 am

We don't stick the sheets in books as this would involve laborious photocopying and also the sheets contain notes about individual children so wouldn't be appropriate. Teachers have an A4 exercise book where they quickly sketch out the 5 boxes of the feedback sheet on a page and then make their notes on the books. We are looking at getting some bespoke books made up with the feedback sheets in them (but we need to see how things go in the trial in case we want to tweak them). During a whole class feedback session children may go back and correct/improve work but only if this will improve their understanding of the misconception they have had. This will not be ‘marked’ but teachers would look through children’s responses to check that misconceptions had been addressed. If not this can feed into future lesson planning.
Individualised feedback still happens as a teacher will show examples of work and analyse them with the class. Also, teachers may plan in opportunities for individual feedback during the lesson or during assembly times etc. Hope that clarifies things a bit – we are not saying we have perfected this yet!

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Wendy Hughes
16/6/2018 02:32:05 pm

Hi Andrew. Please could you email me your policy on this type of marking. It comes up at meetings on a regular basis? Do you do the same thing for foundation subjects? Thanks Wendy

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S
5/10/2017 11:01:48 am

Having marked 93 pieces of worked last night, this has inspired me to make a change in our school. Thank you.

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Andrew Percival
5/10/2017 12:24:48 pm

Good luck with it.

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Sean
10/10/2017 05:48:52 am

Do you know if Ofsted has visited any school using this approach and what the thoughts of the inspectors were?

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Andrew Percival
11/10/2017 01:50:47 pm

Two points here -
1. At least one school I know of achieved an outstanding grade in a recent Ofsted using an approach which is similar to this.

2. Ofsted do not comment on the perceived quality/quantity of marking so you will not see any favourable comments in Ofsted reports on this approach.

In other words, think it through carefully and go for it - you have permission if you need it.

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JUSTINE BAILEY
19/2/2018 07:18:09 am

HI Andrew
I am putting forward the whole class marking feedback alongside live marking to our slt and one of the questions I know I will be asked is what schools have achieved outstanding using this method.
Do you know of any schools that have achieved outstanding (I know the outstanding grade will not be purely down to the marking method but it is a starting point for me to sell it to my senior leadership team) Thanks

Nicola Rowland
12/3/2018 05:36:01 am

Hi Andrew,
This sounds like a great plan. I would like to suggest it to my teachers as a way of saving them some time.
Do you have it set out in a policy yet?
Thanks
Nicola

Naomi
4/11/2017 07:31:42 am

Yes I do agree when time becomes better spent but I wonder at what point does this happen? With writing I would read each child's writing and doing this whilst holding a pen and providing any worthwhile feedback at the same time would not necessarily take much additional time and would contribute more to the story of the child's writing journey in their book much more than a w/c feedback sheet. I totally agree with holiday marking building up and once it has got to that point, and the feedback loses it's immediacy, I struggle to see the relevance. I try and work with children during the lesson and make notes with them whilst getting to know them (and helping themselves to know themselves) as a writer.
Maths a different beast altogether and have been advocating the policy of transferring marking time into planning high quality learning opportunities and the feedback sheets lend themselves perfectly to this- a great idea. Within a mastery curriculum I suppose the old 'next step' would simply be the next lesson

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Andrew
7/11/2017 02:04:49 am

Thank you for your comments.

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Rana Zafer
14/10/2019 06:00:32 am

may you send me the policy please?

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s
29/11/2017 08:54:36 am

How are you monitoring the impact of this method of feedback within your school?

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Andrew
4/12/2017 03:49:07 am

We are monitoring impact in the usual ways through looking at pupils' books, talking to teachers, seeing what is happening in lessons. It is impossible to quantify the impact that this is having but I am confident that children receive useful feedback on their learning and can then go and act upon it without the need for written comments. I think that in the past we had fooled ourselves into thinking that written feedback was having a bigger impact than it really was. Currently the standard of work in our books has not been negatively affected by the new approach.

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Claire
3/9/2020 11:13:46 am

Hi was wondering how this approach is doing? As Covid measures are forcing us to limit contact with books I am currently suggesting we try the no written feedback approach ( a cunning plan!).
Id really value anything you'd be happy to share that would make this easier. Thanks

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S
4/12/2017 12:35:19 pm

Thank you. That’s helpful. We are trialling this system in year 2 and 6 and know that I will be asked how I will know that it’s working!

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Hannah Sale
4/1/2018 01:18:50 pm

I am really inspired by your approach and would love to read your policy to see how you have implemented the it.

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Andrew
5/1/2018 06:46:49 am

Hi Hannah, I have sent you an email. Let me know if there is anything further I can help with.
Thanks, Andrew

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Andrew Scargill-Knight
13/1/2018 12:13:29 pm

Hi Andrew. This is really interesting Andrew. Do you have this approach in a policy I could see?
Thank you very much.
Andrew

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Andrew Percival
14/1/2018 03:46:03 am

Have emailed you some information.

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Kath
19/3/2018 01:13:45 pm

Hi,

I'm really interested in adopting this type of approach. I'd be really interested in your policy so that I can be well informed within SLT discussions. With thanks.

Rebecca Scordis
17/4/2018 05:23:48 am

I would also be really interested in this if you are able to email any information.

Zarmeen Ismail Noor
6/2/2020 09:00:10 pm

Hi I want to run an action research policy on this idea, I think it would really benefit our upper school. Could you please send me a copy of your policy as well?

Many thanks

Vinny
22/1/2018 01:17:27 pm

Great blog post -and has been the starting point for our staff discussion around this topic tonight. Would it be possible to see how you've presented this in a policy?

Thanks

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Barbara
22/1/2018 03:13:16 pm

Hi Andrew.
This looks great, and the SLT are meeting to review our marking policy. Would it be possible to se a copy of your policy to help begin drafting ours?
Thanks.

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Andrew
23/1/2018 02:26:11 am

Thank you for your comments I have emailed you with some further information.

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Andrea
20/7/2019 06:13:49 am

Hi Andrew please may I have a copy of your marking and feedback policy? Am going into a school which is RI in September and this seems like a much-needed wholesale change. Thankyou in advance.

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Russell
2/2/2018 10:47:00 am

Real food for thought at a time when we're about to review our policy. Would really appreciate a copy of the policy to help, if you don't mind. Many thanks!

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Gemma
7/2/2018 02:20:31 pm

Really interesting read! This approach definitely gives us something to think about. It seems lots of us are reviewing our marking and feedback policies. Would it be possible to have a copy of yours to share with SLT as this is something we are really considering? Thank you.

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Mr Richards
27/2/2018 02:28:34 pm

Would love a copy of your policy and maybe a quick conversation about how this works in different subjects.

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Jane
2/3/2018 11:25:18 pm

Please could you email me your feedback policy too? Thanks

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Megan Ellis link
6/3/2018 02:42:34 pm

Hi,
Would it be possible to see how this is explained within a policy? It looks really interesting!
Have you found it works for all children?
Thanks
Megan

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Stuart
6/3/2018 03:18:15 pm

Hi Andrew
Great post. I'm working tirelessly to open people's eyes to this.
Would really love a look at your policy if I may.
Thanks

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James Mc Cracken
7/3/2018 04:22:48 am

Hi Andrew
I would be interested to know if you advocate this approach at GCSE and Alevel and if so/ have you done this? What was your Progress grade at GCSE and attainment grade at Alevel in the subjects where this approach was used?

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Andrew
8/3/2018 04:38:07 am

Hi James, I work in a primary school and so can't help you much with your question. I do know quite a few secondary schools use a similar approach and the links in my blog mostly relate to secondary schools including Michaela School in Brent which has been doing something similar for a few years now.

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Sara Moreton
7/3/2018 12:22:12 pm

I am liking to revamp marking in my school - could I have a copy of your policy please plus any other hints/ tips

Thank you
Sara

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Elaine
8/3/2018 11:38:33 am

Really interesting, would like to pilot this with a year group. If there was a chance of learning from your school policy and if I could have a wee copy of your recording format(I know - was that too much??!🤔) I would really appreciate it.

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Andrew
24/4/2018 12:06:23 am

The link to our feedback sheet is here - https://www.dropbox.com/s/85nn7ub8oinjof8/Whole%20Class%20Feedback%20Sheet.docx?dl=0

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Pauline gulliver
29/10/2018 01:59:29 am

Please can you email me copy of your marking policy and a link to the marking sheet - thank you

Louise
8/3/2018 12:39:34 pm

Hi Andrew, a great and very interesting thread. We as a School are looking to revamp our feedback policy. I like this a lot. Could I ask for a copy of your policy please. Also, where did you get the bespoke books from? Thank you.

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Sue Ashby
10/3/2018 05:15:57 am

Hi Andrew, this looks very interesting and I would like to try something like this in my school. Where can I get some more information about your feedback/marking policy?

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Nicola
17/3/2018 09:39:36 am

Keep reading about changes like these and it is great to hear about it from a primary perspective. I would love to see your policy or any other useful info on implementing this.

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Owain
18/3/2018 06:58:21 am

I’m a new teacher and HoD in an all through school, this looks really interesting! How well does this work in Mathematics? I’d love some more information

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Sharon Knight
19/3/2018 09:48:50 am

Looks a great way to give feedback. We too have a very limited marking policy but it still took me over 90mins to mark 35 pieces of work yesterday.
Would it be possible to see a child's piece of work where this has been employed? I'm interested to see what 'teacher pen' is in their book.

Many thanks

love the feedback book too

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Ellen
22/3/2018 12:08:50 am

Would you be kind enough to email me your revised marking policy? I am very keen to implement this.

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Des link
26/3/2018 09:36:31 am

Hi,

This is exactly what we are in the middle of doing. Like many before me, could I have a look at your policy as it could save us hours writing our own from scratch.

Thanks

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Dave Peck
16/4/2018 02:33:34 am

This has inspired me to talk about this at our next SLT meeting. It will be an interesting conversation I'm sure. If it's not too much trouble could you possible email me your marking policy?
Thanks for an inspiring piece.

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Chris
17/4/2018 09:35:07 am

Hi Andrew, I have been following this closely for a while. Is there any chance I could have a look at your marking/feedback policy?

It would be greatly appreciated.

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Sara Ellis
20/4/2018 02:35:08 am

We are very interested in using this approach in maths initially. Could you please send me a copy of what this looks like in a policy please. Many thanks.

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Gina Omelasz
22/4/2018 10:46:33 am

Hi Andrew,
I have implemented a termly assessment booklet for each student per term. This is marked by teachers, feedback lesson follows etc. The aim was to make sure feedback and marking had impact equal to time spent by teacher. This plan would be ideal for classwork. We would find misconceptions much quicker, respond to great work etc. Can I ask you two questions? How does this read in your policy? Do you have an example of what the next section of the lesson looks like in a students book?
thanks
Gina

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Andrew
24/4/2018 12:01:12 am

Sounds interesting. The policy just describes pretty much what I said in the blog post. The feedback session is not evidenced in pupil's books in any set way. Sometimes children might make some edits to their previous piece of work based on feedback, they might have some extra questions to complete, they might do some work on mini whiteboards etc. It's very flexible based on the feedback required. Sometimes there is very little dedicated feedback as the next lesson becomes the feedback. This blog post by Tom Sherrington has good ideas for giving different types of feedback as actions - https://teacherhead.com/2017/12/18/fiveways-of-giving-effective-feedback-as-actions/
Thanks for your comments.

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Mona
27/4/2018 09:05:40 am

Hi Andrew. We spend absolutely hours and hours marking and writing feedback ... we call it Developmental Marking. It takes ages. The children then correct their mistakes or extra tasks ... which we call Green Pen Work. This then again needs marking. . And often you find that it's not correct. We are forever chasing after children to correctly correct their errors. It's such a big task. Crazy. Would you be able to email me your marking policy as I really do feel that things need to change. I would love to show this at SLT. Thank you so much for all this. A really useful blog.

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Andrew Percival
30/4/2018 08:05:35 am

Since posting the blog I have been regularly asked to provide copies of our feedback policy. I cannot provide the full policy document but here is the section that describes the whole class feedback approach for those who have been asking.

Practical Guidance on the approach to feedback

Children complete their work in lessons as normal. The books are handed in at the end of the lesson and the teacher then analyses each child’s work. Books are organised into 3 piles indicating children who need further help, children who understood the concept and those who performed particularly well. Each piece of work is ticked to acknowledge that the work has been checked. Any parts of work that the teacher would like to share with the class in the following lesson are starred. Any basic errors (e.g. GPS errors in English and number fact errors in maths) may be indicated by the teacher using the school’s editing symbols. Teachers may add praise comments or stickers where needed to indicate work that shows particularly good effort on the part of the student. During the book analysis, the teacher makes notes in their teacher’s feedback book using the template (see appendix)

Teachers make notes using this grid to analyse the set of books and identify common errors and misconceptions which can be addressed in the next lesson. At the start of the next lesson a ‘Feedback Session’ takes place and children in Y2 - 6 use green pen to correct or improve their work.

Teachers have 2 feedback books – Mathematics and English.

This approach ensures that feedback is timely and actionable. The time saved using this approach can then be used more effectively to plan a feedback session and adapt the next lesson in light of the feedback.

Peer marking and editing is done in green pen. All marking is initialled by the member of staff who completes it unless it is the usual class teacher.

What a ‘Feedback Session’ looks like –

Teachers use the feedback sheet to provide feedback to a class on their previous lesson (this should take approximately 5-10 minutes in a typical lesson although can be significantly longer if many children had significant misconceptions). The feedback session may have three 'layers' – individual feedback, group feedback and whole class feedback. A typical feedback session would have some of the following features…

1. Share feedback with individuals (teacher or TA)
2. Share feedback with groups (teacher or TA)
3. Share feedback with the whole class
4. Share good work (which has been starred) picking out the key features perhaps using the visualiser.
5. Common basic errors may be shared and retaught – e.g. a teacher may write a sentence/calculation containing the common mistake rather than using actual children’s work and ask children to identify the mistake and correct it. Teachers may reteach any words that were spelled incorrectly by groups of children.
6. Common misconceptions from previous lesson are shared and re-taught. Children may practise the skill on whiteboards etc.
7. Children may then respond to the feedback given. Any response to feedback (e.g. to check their work for errors or improve it in some other way) is done in green pen. Where possible feedback focuses on improving children’s knowledge and understanding not just improving their previous piece of work.

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Gemma Whittingham
8/6/2018 12:48:26 pm

I came to your Derbyshire training session in April with my head teacher and we were both really impressed with the whole approach and reasoning behind it. We are hoping to trial this for a month before the summer to see how staff find it and I hope to continue it next year but I wondered if you could clarify a point. I understood that feedback would take place in the next Maths/English lesson in order for teachers to plan a quality feedback session whereas my head teacher took it to mean the next immediate lesson (e.g. straight after playtime). To me, the quality of the feedback session is paramount to this strategy working so requires time to reflect rather than rushing through to get it done while the children go out to play?

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Andrew
8/6/2018 12:55:38 pm

The feedback session is at the start of the next lesson in that subject ie the next day. As you say, this gives teachers a bit of time to prep any resources or questions they need to help them feedback. Good luck with trialling it in your school Would love to know how you get on with it!

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Laura
8/6/2018 11:07:09 pm

Hi Andrew! Thank you so much for this, such an interesting read. I have been trialling something very similar with my Year 6 class, and the impact on my time has been incredible. The children have responded so well and the feedback sessions have been some of my favorite, they have then understood how to improve their work and done so independently. I would now like to take this to SLT and hope for a whole school approach, would you mind sharing your policy with me to show them? Thank you again! Laura

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Kayleigh Anstee
14/6/2018 05:44:56 am

Hi, we have trailed a similar approach since Christmas after reading your post. Teacher and pupil feedback has been fantastic! I am not working on our formal policy - please could you email me yours if appropriate.

Many Thanks

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Nicky Caulfield
15/6/2018 11:18:48 am

I'm pulling together information to go to my head about changing our marking policy - in an attempt to make it more effective and less laborious. I'd love to see your policy to if you'd be happy to share it.

Thank you

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Sue Marshall link
19/6/2018 01:47:44 am

Hello,

thank you for posting. We are about to trial verbal feedback. Would be interested to know where you got your teacher feedback books from?
Best wishes,

Sue

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Andrew
19/6/2018 04:29:43 am

We use Clarke Print (https://www.clarkeprint.co.uk/) who produce bespoke exercise books.

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Alison Tilstone
25/6/2018 09:51:15 pm

Hi, an excellent read. It appears I’m late to this blog post but totally inspired by it. Can see what great AFL it has and that it would have immediate impact on planning and moving learning on further. I would like to present this idea to the rest of the SLT. Would it be possible to see a policy at all? Thanks in advance.

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Susanna
11/7/2018 01:34:58 pm

I saw this via Twitter and am interested to know how this works for the most able children. Do they not quite often have to listen to reiteration of what they can already do?

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Andrew
11/7/2018 02:08:04 pm

Sometimes this happens but we don't mind if children practise something they already appear to know. Overlearning is a good thing.
Also our feedback sessions are fast paced and so any time children spend listening to something they can already do is brief. Teachers will also have a quick chat to give individualised feedback to any children who need it whether high or low prior attainers.

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Maurice Leahy
12/7/2018 12:52:09 am

Hello, a very interesting and well made argument. I have heard about schools doing this but not with the rigour you describe here. Can I also put my name down for a copy of your marking and feedback policy. I am intrigued. Do you ever monitor the teacher feedback books to get an idea of the quality of feedback the children are getting?

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Lorna
27/7/2018 01:38:12 pm

Hi,
I’m just reviewing my schools marking and feedback policy. I also advocate a work/ life balance. Could you send me a further example and policy for reviewing.

Thanks

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Pauline gulliver
28/7/2018 05:08:57 am

Can you email me a copy of your policy - we are exploring new ideas in slt - I’m thinking the feedback session could just be our comments page at the end of our notebook plan at the end of a teaching session. That wAy it would be a reminder next year of what children found tricky or excelled at to help adapt the planning before teaching it again. I use a simplified version already with a green slide if teache4 comments at the end of each day - I see adding more structure could help. Thank you for your help.

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Val O'Reilly
1/8/2018 01:52:25 am

I am really inspired by your ideas and your implimentation. I feel this is just the sort of idea we are looking to use and our SLT will be very receptive.
Please can I ask for a copy of your policy too - if possible. :)

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Pauline gulliver link
19/8/2018 09:54:41 am

Could I have a copy of your policy to take fo4 discussion at my next slt meeting please?

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Benistar Don trudeau link
30/8/2018 01:02:10 am

This project has been an eye opener for me. It is extremely relevant to the modern times and as the future of India we should understand that it is the common mass that runs the country. Consumer protection rights are an important issue in modern days.

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James
4/10/2018 08:07:24 am

Could I too have a copy of your policy please? TIA

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Karen
19/10/2018 02:16:17 pm

Please can you send me a copy of your marking policy.

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Rachel Lawrence
29/10/2018 01:22:20 am

Would love to have a copy of your marking policy as one of my appraisal targets is to explore different ways of giving effective feedback. Many thanks.

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6/1/2019 02:25:45 am

Thanks for sharing. What self and peer assessment strategies do you use alongside this if any?

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Andrew
7/1/2019 12:21:45 am

We have really reduced the amount of peer feedback as it just wasn't effective. We feel that the teacher is best placed to give feedback as the expert in the room.
For self assessment, pupils will use 'success criteria' checklists to analyse the features of their work.

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James Moody
6/1/2019 10:09:59 pm

I've been trying similar with my class this year. I've found it if massive benefit to all when giving feedback. The kids listen to feedback of others as well as their and incorporate into their own work. I'd love copy of your marking policy if possible? Thanks.

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Jacki Keogh
16/1/2019 04:14:54 am

Hi Andrew
Thanks so much for all that you have shared on this, and so many other hot topics. As we move - as a school - towards no/minimal written feedback, I'd love to see how your approach transfers into a feedback policy - would you mind sharing?
Many thanks, Jacki

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Tony
18/1/2019 08:24:28 am

Hi Andrew

Really enjoyed reading this - we're looking at how to implement something similar across our school and it is being trialed by certain year groups. I'm really interested in finding out if you/your colleagues have implemented this across Year 2/Year 6 with relation to the end of Key Stage Assessment/interim standards.

If so, do you have any advice on how it's used or could you point me in the direction where I could find out more?

Currently, to highlight and evidence the interim standards for each child, it is consisting of multiple pieces of paper per child (for reading, writing and maths), in addition to the usual marking of books. Anything that can help consolidate this would be wonderful!

Thank you!
Tony

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Rachel
22/5/2019 12:32:21 pm

This is a really interesting read. I have heard of whole class marking and am about to explore this concept further so thank you for modelling your approach. I too would be interested to see how this has been incorporated into a policy - I am an SLE and lead the secondary ITT provision for a SCITT. I would really find any further info you have on this useful in sharing with my trainees especially in terms of giving them exposure to a range of strategies & getting into good habits from day one. Thank you in advance!

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Josie Hodges
23/5/2019 06:28:10 am

I am trying to work on this idea at our school. Would I be able to see the policy document?

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Paula
11/8/2019 01:06:40 am

This is a really interesting post and many useful comments follow. I am on the SLT and am about to start a review into the marking policy and would really appreciate a copy of your policy if you are able to send it. I want to be able to support colleagues and reduce their workload while also making marking and feedback more useful for the children.

Thanks for sharing this.

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Andrew
21/8/2019 08:52:39 am

Here is a link to our feedback policy. Hope it is useful -
https://www.dropbox.com/s/gnbiiivlm0ujm5z/Feedback%20Policy%20v2.pdf?dl=0

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E
6/9/2020 06:30:55 am

Hi Andrew
This sounds really good.
Please could I request a copy of your marking policy to assist me with redoing ours?
Thank you!

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NA
18/5/2022 03:43:09 pm

Hi Andrew, a few years on from your original blog, I wondered how the policy was working out? What impact have you seen? Really want to reduce marking load in English! Thank you

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