We set learners targets with the expectation that they will try to implement these.

If they do, so our thinking goes, then their work will improve, and they will make good progress.

If they don’t, then they will probably keep doing what they were already doing – and there will be less progress as a result.

Target implementation marking is where we assess the extent to which learners have successfully implemented the targets we set them.

Our aim is to work out whether learners have been able to improve their approach, based on our feedback.

We are also interested in whether learners have had difficulty in implementing the targets we set for them.

If they have, we can offer further support.

On the other hand, if it appears that targets have been too easily implemented then we can think about setting more difficult ones in future.

Timing is key when using target implementation marking.

You must ensure that learners have recently completed a piece of work in which they attempted to put their targets into practice.

Otherwise, you are going to be marking work that may not have much of a connection to learners’ present targets.

A good option is to follow a structure like this:

• Set a piece of work.
• Take in learner work and mark it. Provide formative feedback, including a target.
• Return the work to learners.
• Plan an activity or task in which learners have an opportunity to implement their targets.
• Ask learners to write their targets at the top of the page before they begin.
• Take in learner work.
• Mark the work, focussing on the extent to which learners have successfully implemented their targets.

Note the fifth bullet point.

This serves a dual purpose.

First, it helps keep learners on track.

If their target is visible, then chances are they will have it at the forefront of their minds as they work.

Second, it makes your marking easier.

You don’t need to look back through learners’ books to find the last target you gave them.

They have written it out for you as a reminder.

You can easily compare their work with their target and assess the extent to which they have successfully implemented it.

When giving feedback on target implementation, you can use the traditional three strengths and an area for improvement model.

Or you can approach it as a zero-sum game: the learner has either implemented their target or they haven’t.

If they have, you can set them a new one.

If they haven’t, you can give them feedback explaining what has happened and what they need to change next time.

A third and final option is to adopt the highlighting method and to use this to signal where the learner has successfully implemented their target and where they have fallen short.

To do this, use two coloured highlighters. One colour for success; one colour for where the learner has fallen short.

The learner can then quickly see which bits of their work they need to improve, and which bits have been successful.

Here are two examples showing the technique in practice.

Example 1: Psychology

The teacher marks learners’ work and sets everyone in the class a target.

Learners are asked to focus on this during the next couple of lessons.

At the start of each lesson, they write their target at the top of the page and then try to implement it.

The teacher plans activities and tasks that give learners opportunities to do this.

When the teacher collects in learners’ work, they mark this and give feedback focussed on whether learners have successfully implemented their targets.

When books are returned, the teacher leads the class in a ten-minute respond, review, and reflect activity.

They use part of this time to talk to the whole group about target implementation techniques and some of the patterns and trends they observed while marking the books.

Example 2: Literacy

A Year 6 teacher sets learners a persuasive writing task.

They take in learners’ work, mark it, and provide feedback.

Every learner receives a specific target they need to work on to improve the quality of their persuasive writing.

Learners get their work back and the teacher spends some time ensuring everyone understands their targets – both what they mean and how to implement them.

At the start of the following week the teacher sets a new persuasive writing task.

They explain that during this, learners should focus on trying to implement their targets.

The teacher collects in the work learners produce and marks it.

They focus on assessing the extent to which targets have been successfully implemented and give feedback on this.

If a learner has been successful, the teacher praises them, justifying that praise through reference to specific things the learner has done, and then sets a new target.

If a learner has not been successful, the teacher explains where they have fallen short and offers advice on how they can rectify this.

Finally, learners get their work back, along with their feedback, and the teacher leads the class in a reflection activity during which everybody has a chance to think about their feedback, get support from the teacher, and decide how they will try to change their work in the future.