I believe it is essential to give students the opportunity to actually address the teacher feedback and enable them to improve their work. Surely it is the only way to make marking count?
I’ve been thinking about this a lot recently and having just read
http://justtryingtobebetter.wordpress.com/2013/02/24/marking-is-feedback-is-differentiation-is-planning/ by @kennypieper thought I would add my current position on this.
I have started to mark work twice. In particular the assessment pieces in KS3 and exam questions/tests in KS4.
Well we have a policy at our school that once a piece of work has been completed students should use green pens to improve their work. The ideal is that you’ve feedback in your marking to them exactly what they need to do to improve the piece of work so it is simple for them to have a go at improving.
The key to this is that my initial feedback relates to the next level criteria up from what they achieved first time round and is something quick and easy they can do. I’ve found in some cases writing a question that they can answer, which…
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