Sutton Trust Report/EEF Toolkit

Purple for Progress

Aims of this session:1. Marking and feedback- to examine practice

that supports students making progress.2. To share good practice across departments.3. To consider how to encourage more

reflection and evaluation (meta-cognition).

What practice supportsstudents

making progress?

What practice DOES NOT support students

making progress?

Marking and feedback

What practice supports/does not support students making progress?

Consider…….

• How close to completion is the feedback given? • How much of a piece of work is marked?• Are there opportunities for students to improve

work for themselves BEFORE it is handed in?• Is there time for students to action their action

points?• Is work marked for literacy? • Is the marking student friendly?

What practice supportsstudents making progress?

What practice DOES NOT support students making progress?

Written feedback in exercise books and folders.

When is this most effective? When is this least effective?

Consider:time given to respond in class- how is this used?

•  Start of lesson. About 10-15 minutes to do.

30 minutes to do feedback- improve home learning.

•  Not enough time at the start. Teachers are rushing to start the lesson.

More time neededtypes of comments that help  

Most subjects give you a range of feedback.

Questions about your work. Positive comments that let you

know you are doing the right things, the ones that show why/how you are doing

Constructive feedback to help with future work

Say what you have done well, not just well done.

When they write “well done” on every piece of work.

Teachers not giving very in-depth targets for longer pieces of work.

Can’t read the teacher’s writing Not very much specific positive

feedback. 

use of pink highlighter to highlight positives

Use of pink highlighter is good Pink highlighter makes students

feel more confident Pink highlighter helps you to realise

what you should keep doing. When pink highlighter is used and

you are asked why it is being used, it makes you think.

Use pink highlighter more not just in assessments.

Pink highlighter not really used.

Purple for ProgressStep 1- Response to feedback • Responding to self/peer or teacher feedback to correct, modify and

ultimately improve work and develop a deeper understanding. This is now happening more consistently across the school.

 Step 2- Development of meta-cognition • Students consider learning how to learn. • They monitor and evaluate their work in order to plan for the future.• They are essentially trying to analyse the successes or difficulties

they have had in order to identify key strategies which will help them in the future, or ways in which they can adapt their approach to learning in order to achieve better progress next time.

Purple for Progress

Step 2:How often do we challenge our students to reflect on and evaluate their work/progress?

What support is needed?

Support for staff• Effective questions.Support for students• Understanding the rationale• Developing the skills

Good practice at LLS

Other ideas to encourage meta-cognition

Book checks• Used at the end of a topic• Purple for progress- Students analyse

successes and difficulties and plan for the future.

• Ideally guided by a set of criteria• Student input first, then validated by teacher• Potentially additional questions to support

further development

Student CommentSurface Area Find the surface area of cuboids, cylinders and prisms. Find the surface area of compound shapes

Convert between fractions, decimals and percentages Convert between fractions, decimals and percentages Write a recurring decimal as a fraction

Using percentages to solve problems Write one number as a percentage of another number

Calculate the percentage of a given amount Find a percentage increase/decrease of an amount

Simple and compound interest Use a multiplier to increase by a given percent over a given time , eg 1.18 64

increases 64 by 10% over 8 years Calculate simple and compound interest

Reverse percentage problems Find a reverse percentage, eg find the original cost of an item given the cost after a

10% deduction

Teacher Comment:

Year 10 Spring Term 2 – Student Assessment At the end of the spring term, students should understand how to;

Check in /out grids/assessments-“flip” assessments

• Students presented with questions at the start of the topic/lesson, then revisited at the end.

• Clear way to show progress• Could provide a good baseline for the individual

student.• Purple for progress- allowing students time to

consider how they have improved.

Pitfalls- ensure there is a plan in place if a student can do everything at the beginning

SOLO Taxonomy

• What am I learning?• How is it going?• What do I do next?

Useful resource:www.pamhook.com

What practice supportsstudents making progress?

What practice DOES NOT support students making progress?

Next steps….Marking and feedback- key priorities for your department?Discussion at SLT line management meetings.Questions to consider:• What are you doing well in your department?• Have you seen any useful ideas from anywhere

else this morning?• Are you challenging students to reflect on and

evaluate their work- how could you develop ‘purple for progress’ in your department?

.

Next steps…

• Marking Policy- evaluation• Progress Trackers- evaluation

• Purple for ProgressSummer Term- development of meta-cognition and consider whole-school approach.September 2015- consistent whole-school approach.