How I ‘mark’ regularly but I’m not a marking martyr 

Couldn’t agree more. I use a code system where I assign a code to a certain comment or identifying of a misconception or a challenge. The chn write down the comments and do the challenge in purple pen. Means they actually take in the comments more if they write them and interact with feedback rather than letting it wash over them.

missdcoxblog

In case you’re interested, this is what I think and what I do.

Thoughts on where I think some schools/leaders/teachers go wrong:

  • Thinking more writing = more learning.
  • Every lesson, students must write X amount.
  • A teacher needs to write on a piece of work
  • ‘Teaching’ lessons to cover content is more important than reflecting, redrafting and improving on prior work/learning
  • Every piece of student writing has to be marked in the same way to the same depth
  • All student work (including homework) must result in some sort of recordable result
  • Conflating marking with assessment/reading work/feedback
  • Having the same policy for all subjects including frequency and methods
  • Believing the colour of pens matter beyond being different colours

My classes

To give some context I teach 18 classes. 3 are GCSE groups, the rest are core RE with lessons ranging from 1-3 times a fortnight. They use 3 different formats for…

View original post 1,443 more words

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