Thanks to Mike WD for sharing some very practical solutions for providing feedback to students. Here are a couple of approaches that Mike shared from his very wonderful Geography department:
Match the Teacher
A very simple and effective approach to providing feedback for written assignments.
1. Photocopy the submitted work
2. The teacher uses simple colour coding to highlight key aspects of the level mark scheme
E.g. in Geography they may look at: Key Words (yellow), Facts & Place Names (red), Elaboration of Sentences (green arrows)
3. The students are then provided with a mark scheme and set the same task, to be completed on their original work PRIOR to receiving the teacher version for comparison.
4. Students can then compare their results, and also their own level / grade conclusions with that of the teacher.
The task can be particularly effective as a peer marking exercise, and can open up valuable discussions on assessment.
Improving & Re-visiting
The power of multiple ‘drafts’ is something that has grown prominence, mainly in the wake Ron Berger’s Ethic of Excellence book and his ‘Austin’s Butterfly’ video. It was also the prompt for this recent gallery critique approach here.
Mike made valuable reference to @LearningSpy’s summary which provides this simple structure for peer feedback.
The Geography department have found that where students might have been reluctant to re-do and develop work they are now seeing improvements in this area. Another useful tool here has been an Improving & Re-Visiting Prompt Sheet which encourages students to document key areas for development alongside reflections on previous errors such as vocabulary and spelling.
Key Word Cards
Pretty straightforward, as the best solutions often are: Cards that emphasize the main items required within assessment objectives and mark schemes. Students can have these available on their desks for sorting and referencing exercises.
Quite rightly the myth of demonstrating progress in an observed 20 minutes has been dispelled, however, measuring progress remains a valid port of call on any learning journey. Here is an example that the Geography Department have been sharing with students to prompt reflections on progress:
‘Today’s lesson will help me in other lessons because…’ is a particularly good prompt for linking learning across subject areas. That’s certainly one I’ll be putting to students in my next lesson.
Thanks to Mike and the Geography Department for sharing their ideas. Would be great to hear what is useful from here, or any further thoughts, ideas and suggestions via the comments below.