tmoxford mary myatt
TRANSCRIPT
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Feedback and Marking‘Mindless or Mindful?’
#TMOxford18 December 14
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This is the dilemma:
‘Feedback is mentioned as an AFI in
many Ofsted reports which often
translates into…’
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Balance of priorities:
‘We are running our schools for our
young people, not for Ofsted.’
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Feedback:
‘Ofsted does not expect to see unnecessary or
extensive written dialogue between teachers and
pupils in exercise books and folders. Ofsted
recognises the importance of different forms of
feedback and inspectors will look at how these
are used to promote learning.’
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‘Your next step is to apply this method to word problems.’
‘OK’
‘I like that you have carried the tens and hundreds.’
‘Thank you’
‘You have accurately read the scales.’
Where it goes wrong..
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Link to the wider curriculum.
‘What are the non-negotiable concepts and key knowledge?’
These need to be checked, regularly.
Feedback needs to
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Symbols
In class marking
High quality conversations
Valuing ‘work in progress’ Austin’s Butterfly
Bigger episodes of learning
Honouring the final piece
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Tim Oates on assessment and the
new curriculum:
‘Do fewer things in greater depth’
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Our responses need to:
• Get them to think
• Address misconceptions
• Get them to do something
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‘High challenge, low threat.’
Importance of verbal feedback
David Didau: Pose, pause, pounce
Dweck’s “Yet!”
Great questions: Bloom’s; TLAC
Holding students to account
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‘Helping students feel hopeful, not
helpless’
‘Mistakes are great!’
