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Triple impact marking

Why ‘triple marking’ is wrong (and not my fault)

2020-05-02T22:15:05+01:00November 29th, 2014|leadership|

You can't blame celebrity edubloggers for teachers' unreasonable workloads - Albert Einstein In his indefatigable efforts to get schools and teachers to recognise that much of what is done in the name of demonstrating progress for Ofsted's benefit is a pointless waste of time, apparently, Ofsted's National Director, Mike Cladingbowl has been blaming me for inventing 'triple marking'.[i] This is an accusation I refute. As I understand it, the phenomena of 'triple marking' of goes something like this: You mark students' work They act on your marking You mark students' work again. The logic is that in responding to students' responses to [...]

Making feedback stick

2013-08-27T21:44:58+01:00July 16th, 2012|English, literacy, training|

There's really no argument about the fact that feedback is pretty important. It sits right at the top of the list of strategies which make the biggest impact on students' progress. If we're not giving students feedback on their learning then, frankly, what in God's good name are we doing? There is nothing else which should have a higher priority in your teaching. OK, with that off my chest, it's important to acknowledge that there a couple of problems to be aware of. All, sadly, is not rosy in the feedback garden. Firstly, most of the feedback students get comes from [...]

The joy of marking

2011-10-27T11:09:21+01:00October 27th, 2011|assessment|

I'm a big fan of marking students' work. I love it so much I let a big pile of it build up to do over the holidays. As an English teacher I'm faced with a lot of marking and most of it needs to be read carefully rather than given a cursory tick 'n' flick. I know that marking students' books helps to ensure that they care about the work they produce. I also know that providing formative feedback is the most important intervention that I, as a teacher, can have on my students; there is nothing I can do that will [...]

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