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