Mike’s Blog
Strategies, Ideas and Insights for Teachers and Leaders
Tag: marking
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Five strategies any teacher can use when marking learners’ work to simply and easily track progress
Tracking progress means gaining a sound understanding of where learners are at and using this to measure change over time. This is why we have mark books (physical or digital)…
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How can you help learners produce the kind of work that is most worth marking?
What do you want to mark? This is a question worth considering. And we might turn it around and ask: What do you want to give feedback on? These questions…
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Discover how to take control of your marking and how to stop your marking having control over you
Purposeful marking means you are in control of why you are marking. It means you have a clear purpose directing your efforts. A purpose you have decided in advance and…
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What is the point of marking learners’ work?
Eliciting information is one of, if not the, most important reason for marking learners’ work. Marking lets us elicit information about learners’ knowledge, understanding, existing ability, skill levels, progress and…
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If you don’t think you can do it, you’ll probably find you’re right. Why learner independence matters for feedback implementation.
Learner agency has a key role to play when it comes to ensuring feedback is effective. Promoting learner agency means promoting a sense that learners are in control of their…
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Does feedback work if learners don’t have an opportunity to practice implementing their targets?
If a student does not have the opportunity to act on the feedback they’ve been given, it is highly likely the feedback will disappear into the ether, never to be…
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What is the right amount of feedback? A question few teachers ask, but to which every teacher needs to know the answer.
If you have seven targets to implement at the same time, good luck to you! If you have one on which you can focus all your effort, I’ll wager that…
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The two questions every teacher can ask to instantly assess whether or not their feedback is going to land how they want it to
In some cases, we may deliver personalised, clear, intelligible feedback yet still find ourselves in difficulties. Learners either ignore our feedback or simply don’t believe in it. In the latter…
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Why creating crystal clear clarity in your feedback means the effort you put in won’t be wasted
Learners must interpret the feedback we give. They need to make sense of it. If they can’t, then it becomes hard for them to use it. Opaque or unintelligible feedback…