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Volume 1窶認ebruary 2013


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Effective feedback Feedback is integral to the learning process and is one of the main benefits that pupils get from assessment. What is feedback? Basically, feedback is information about how we are doing in our efforts to reach a goal. With regards to pupils, comments on work should identify the gap between the desired standards and the student's achievement - then offer guidance on how to close the gap in future. It may be more useful to think of this as providing 'feed forward' because it is the next piece of work which can be improved with effective feedback. What are the keys feedback?

to effective

Goal Referenced Effective feedback requires that the person has a goal so that they can take action to achieve the goal. This is why it is vital that our pupils know their end of year/course Target Grade or Level. Our pupils need to know if they are on track or need to change course. In addition to this they also need to know what they are aiming for every lesson and the criteria to reach that goal in order to make clear progress. Traffic lights can tell you how close pupils are to

AfL using traffic lights in student planners


achieving that goal, so don’t forget to use the ones at the back of the student planner. Actionable Effective feedback is concrete specific and useful. It provides actionable information. What specifically should they do next time? Pupils need sufficient information so that they know exactly what to do next time. It is really important to give pupils time to correct or improve their own work, whether it is that assessed piece of work or to think about what they need to do next time. Time to reflect is so important. User-friendly Even if feedback is specific and accurate, it is of not much value if pupils cannot understand it or feel overwhelmed by it. Too much feedback can be counter productive and it is better to focus on one or two ideas that would help the pupil to improve their performance. In addition to this we need to bear a few things in mind. Does the student understand the vocabulary that you are using? Can they read your writing? Timely In most cases, the sooner the pupil gets the feedback, the better. The trouble with feedback is that we sometimes give untimely feedback, days or weeks after the assessment or essay. We really need to think of ways to ensure that students get more timely feedback and opportunities to act on that feedback while it is still fresh in their minds. Can you juggle your marking schedule to do this? Or peer assessment is another strategy you could use to manage the marking workload and provide lots of timely feedback. Don’t forget to use those green pens! The learning tool, two stars and a wish could be so helpful here.

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On-going Pupils don’t just need effective feedback, but they need opportunities to put the advice into practice. Therefore, the more feedback that they can receive on their own performance in real time, the better their work will be. So we don’t just write feedback down, we give it to the pupils constantly throughout a lesson. Mini white boards are an effective teaching tool to help with on-going feedback. Which is the correct answer and why? Consistent To be useful, feedback must be consistent. Clearly students can only adjust their work or performance if the information fed back to them is accurate. We need to moderate work so that we are all clear just what these grade descriptions or level descriptions mean, so that we are on the same page about what high quality work is

Key Stage

Min no. of teacher assessed pieces per half term


Core Subjects



Non –core subjects



Full course



Short Course


be diagnostic in nature be done using the marking sticker to give feedback

 

But there’s not time! Remember that no time to give and use feedback actually means “no time to improve learning.” Research indicates that less teaching plus more feedback is the key to achieving greater learning. Remember it’s not just from us that pupils get feedback, they can get it from technology and peers too. So what do we do at Roding Valley? The aim of our marking policy is : 

To establish a consistent whole school approach to the way learner’s work is marked, so that students feel valued and have a clear understanding of how well they are doing. It should also inform students of what they need to do to improve and this will inform teacher planning and monitoring.

Each Faculty has adapted the marking policy so that it best suits their own needs, but there are common features. Marking should: 

be regular, up to date and promptly returned

Example of our marking stickers include a pupil comment on how to improve the work be signed and dated adhere to the Whole school approach to literacy marking be written in green pen if it is peer or self-assessment provide the student with advice on where they are against expectations and with constructive ways on how they can improve to ensure they make accelerated progress. as a minimum, say whether the student is on , below or above target. give two strengths of the piece of work. be as encouraging and positive as possible. also include one improvement that could be used to raise attainment.

    

  

N. Chambers


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So how are we actually doing it? Here are some examples of effective feedback from various Faculties. Technology Pupils receive current and target grades for Food Technology. Areas covered are Research, knowledge and understanding, planning, making and practical work & evaluations. Pupils receive feedback on areas covered, improvements are suggested and they comment on these given suggestions. Pupils also assess each other's work and suggest suitable alternatives to outcomes. P.Goosen Example of self-assessment from the Technology

Example of teacher assessment from the Technology faculty


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Effective feedback in MFL Feedback is done in numerous ways in the Languages Faculty. We aim to mark books every 3 to 4 weeks. We don’t necessarily mark work that is copied from the board or quick reading and listening Pupils in MFL reflect on their work to identify improvements exercises that the pupils have marked for themselves, instead targets immediately when they open we mark language that the pupils have their exercise books, so that they don’t created for themselves, giving the have to search through them to see what they need to do to improve. Even if pupils have done an exercise that can be self or peer corrected we encourage pupils to reflect on their performance on that activity.

Example of effective feedback in MFL using RVHS marking sticker pupils feedback on the RVHS marking sticker. Pupils also have a target sheet stuck in the front of their exercise books on to which they transfer their ‘to improve I need to’ comments in a more succinct way. This enables them to see their

Example of personalised targets in MFL which students should focus on

However, it’s all very well giving pupils advice on how to improve their work, but pupils need to actually act on it. Here is an example of how a pupil has added in something extra based on advice on how to improve the piece of work. This does mean giving pupils the opportunity to reflect on their work and do something constructive with your comments. This could be either done in class or at home.

Example of pupil in MFL reflecting on their feedback and making changes


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It’s not just the teacher that can help a pupil to improve work. Pupils themselves can be a critical friend and are quite astute in the comments that they make. Two stars and a wish is a great tool for getting pupils to peer assess each other.

An example of peer assessment in MFL

One of the big improvements we have made in recent years to our marking in MFL, is done by using the simple highlighter pen. If we have taught a pupil something, language or a grammatical rule and they are still making a mistake when applying this, we highlight a pupil’s work, put a code in the margin and when they receive their books back they have to correct

their mistakes and hopefully learn from them. After all what’s the point of us putting all that effort in if they don’t do anything with your marking. This practice is a great way of getting to learn form their own mistakes and reinforce their learning. It does, however, mean giving time to this in lessons, even though we may be pressed for time, but it does pay dividends. N. Chambers

Example of students in MFL self-correcting their work based on teacher assessment.


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Art Examples of marking can even be found in the corridors at RVHS.

An example of effective feedback used in the Art department.

Close-up showing how the Art department use the Roding Valley marking stickers


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Business Studies I have been using Edmodo as a means to manage homework since September with my year 10 Business Studies class. The following slides show how I provide feedback in an effective way. O.Hussain

Images show Edmodo being used in Business Studies to provide effective feedback


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Mathematics Diagnostic Marking (gaps analysis) in the Mathematics faculty To complement our current marking the Mathematics faculty have been using diagnostic sheets to provide detailed feedback to student in Key Stage 4 following assessment. They are particularly useful following a practice/ mock paper. These diagnostic sheets provide a gap analysis for the students to help them focus their revision. On the diagnostic sheet every Example of a self assessment sheet identifying topics question answered is coloured either red or green. The students did well on and topics they need to focus on to improve student and teacher then focus on the questions coloured red, which indicate that the student struggled with the context and understanding. It identifies the topics and style of question on which they did not achieve full marks. It then becomes a valuable tool for teachers to aid planning, intervention and support.

Diagnostic sheets are used in Maths to provide students with an enhanced level of feedback


The diagnostic sheets also provide for differentiation against target grades as the mathematics papers are generally written to move through the grade boundaries increasing in complexity. In a lower ability class which had written a foundation paper we would focus on the questions at C grade. For the higher ability

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student we use the full range and try to extend knowledge to Advanced Level style questions to deliver the complexity of knowledge required to achieve A/A*. We have improved our GCSE grades with the use of these techniques. S Jenner

The teacher then prepares the diagnostic sheet from the responses that the students made in the assessment. Green means that the student understood context of question and made a correct response with standing simple clerical errors, red would indicate that the student struggled with context and understanding. Yellow would indicate that the student demonstrated an appreciation of the topic but failed to achieve full marks..


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Video Feedback in English In English we are exploring digital feedback using uploading marked assignments, uploading audio feedback and uploading video feedback. After downloading a pupil’s work from Edmodo, that they have previously posted, we use a website called With this site you can record whatever appears on your screen whilst simultaneously creating a voice-over.

Screencast-o-matic is used to provide video feedback in English

The website is free and it works over anything that would normally appear on your screen. Once you choose to record

it allows you to select an area you wish to record using a resizable box. Once you have spoken over the document you can save the video and upload it as a private video on YouTube. You can then share the link with the pupil on Edmodo and the video feedback is complete.

An Example of feedback left for a student published as a private video to YouTube.

Benefits of video feedback are as follows: ·

The depth and detail is greater than an annotated piece of work.


As everything is online it is all organised and easily accessible.


It is less time consuming than it would be to give this level of help through annotation.


Pupils interact and respond better with the personal video format as opposed to a piece of annotated work.

Section of screen selected for recording using screencast-o-matic


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If a pupil has any questions they can reply directly to your post on Edmodo.

Negatives of video feedback are as follows: 路

It can be time consuming if you are new to the technology.

It is difficult if a pupil does not have access to the internet at home.

You cannot have pupils looking at their feedback in class unless you have access to an internet enabled device.

C.Bentley So this is how WE do it at Roding Valley High School.


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Teach To Learn - Issue 1 - Effective Feedback  

Teach To Learn - Issue 1 - Effective Feedback by Roding Valley High School. Visit our blog at:

Teach To Learn - Issue 1 - Effective Feedback  

Teach To Learn - Issue 1 - Effective Feedback by Roding Valley High School. Visit our blog at:

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