Marking and feedback

Daisy Christodoulou

Multiple choice questions

Identify general level of understanding of class, rather than individuals

Must be well-designed so pupils can't guess

Should include unambiguously wrong but plausible distractors

Should be engineered to include common misconceptions

Comparative judgement

Further reading

Human Judgement: the eye of the beholder

Daniel Koretz, Measuring Up

Dylan Wiliam, Principles Assessment Design

Godhart's Law

When a measure becomes a target, it ceases to become a good measure

Alex Quigley

Marking errors vs marking misconceptions

Dedicated Improvement and Reflection Time (DIRT)

Must be structured in order to be productive

Summative assessment DIRT will last 20-30 mins max

DIRT should be modelled before allowing pupils to complete independently

Addressing errors

Build culture of error

If you see errors during lesson, address with whole class in order to pre-empt mistakes

Further reading

Dylan Wiliam - Is the feedback you're giving students helping or hindering?

Dylan Wiliam - Inside the Black Box

Peer feedback

Pupils must sign name so they feel accountable

The self-explanation effect

Use at end of lesson

Questioning

Ask question. Name child you are going to come to. Ask question again. Bounce to another pupil to Agree Build Challenge

Marking

Dot marking

Rota for marking e.g. 5 books a day

Modelling is what reduces marking the most

Use exam wrappers after marking

Mock the Week starter: if this is the answer what is the question

Start of topic: 20 questions

Give indication of prior knowledge

Pupils write down as many qs as they can about topic