3. you need: c. book-look proforma. marking marketplace
TRANSCRIPT
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Marking Marketplace 1. You must have 5+ student books from the same clas.
2. Choose a table - sit anywhere - be prepared to move.
3. You need:
a. Pen
b. Prior data
c. Book-look proforma.
d. Your student books x5
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Rewind <<<September 2014 ● No more lesson gradings / teachers not graded● Typically 3 observations per year● IRIS introduced● Yellow Box introduced
September 2015● Learning Policy introduced / training.● Tweaked teacher planner ● Book looks x2 (Nov 2015 and March 2016)● Sampled teacher planner (February 2016)● Key strategies introduced (March 2016)● IRIS developing
September 2016● Tweaked teacher planner (July 2016)● Coaching (June 2016)● New self-evaluation cycle. (July) 2017● Book methodology tweaking … plus new QK exercise books (Sep 2016)● Open classroom / IRIS (Nov 2016)
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Problem!
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“Fishing without the bait …”
Looking at books WITHOUT context ...
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A solution ...
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… looking in student books is one source of evidence
for assessing the quality of teaching across the school.
“Fishing WITH the bait …”
Looking at books WITH context ...
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Objectives for today:
● To understand how to look at student books WITH context.
● To moderate High / Middle / Low attaining students in your class.
● To understand how we should sample other books in lessons.
● To moderate another classroom set of books from another department.
● Develop your ‘over time’ methodology CPD ...
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What do books tell us?
● ONE source of ‘over time’.● If students are making ‘expected progress’.● Teacher expectations● Classroom routines ● Access to the curriculum● The school Marking Code● Attitudes to learning (i.e. if students take pride in their work)● The quality of feedback● If effort is recognised … (i.e. if students are proud of their achievement)● If students are ‘acting on feedback …’
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Why?
● Student progress is more than Year 11 results.
● Years 7 - 10 assessments represent 80% of our student population.
● Book monitoring is one part of all sources of evidence.
● Any type of monitoring should inform and develop all teachers.
● All of Mark-Plan-Teach will be monitored, but the purpose is to ensure a ‘progress
over time’ methodology rather than ease of monitoring …
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Sources of evidence (over time)
A secure overview?
Routines / Expectations / Attitudes to learning?
Formative?Aware of target?
Working harder?
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Over the past 18 months, we have ...
a) conducted 2 book samples to gauge the QoT across the school
b) that the process was triangulated by student interviews and work
sampling in and out of class.
Findings:
1. We need a focused outcome e.g. the bait
2. Less is more. We tweaked the form to focus on impact.
3. A system taking more consideration of practical subjects where
students did not typically work in books or complete extended pieces
of writing.
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One class groupand 5+ students
One student across all subjects
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Reduce form fillingto focus on ...‘acting on feedback’.
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Student has acted on feedback / responded to feedback?
Nov 2015: March 2016:
51.5% 65.9%
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All data is shared with Heads of Faculty
Anonymised
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Question
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How can we improve the process for teachers and observers when looking at students’ books?
- more reliable / valid- WITH bait (context) not without.
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Guidance:
1. Book-looks do not need to happen when the lesson is taking place.
2. Context must be applied.
3. Students identified before looking at …
4. Prior data is used when sampling H/M/L.
Different hat on:
5. The QK template will not be suitable for some practical subjects.
6. Ultimately, students must ‘act on feedback’ and demonstrate it.
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Marking Marketplace:
… it’s your turn to evaluate progress.
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Marketplace: ROUND 1 of 3
1. Using the prior data (baseline) and the sample of student books you have in
front of you, identify x3 students (High / Middle / Low).
2. Open their books to the same (dated) piece of work.
3. Now evaluate, is that student:
o Working on a pathway in-line to their prior starting point? E.g. HML; 4LOP
o Making sufficient progress?
4. What actions would you recommend to the teacher?
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Learning Policy (Mark)
Mark:
Marking and assessment have two purposes. One, students act on feedback to make progress
over time. Two; it informs future planning and teaching.
● Teachers must have a secure overview of the starting points, progress and context of all.
● Marking must be primarily formative, may be selective, and include the use of ‘yellow box
methodology’ which is clear about what students must act upon.
● Marking and feedback must be regular.
● The marking code must be used.
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Marking Code
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Marketplace: ROUND 2 of 3
1. Now repeat the same exercise, looking at another set of student books
from a teacher in your department.
2. Do this alone before feeding back after the 5 minutes.
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Marketplace: ROUND 2 of 3
1. Using the prior data (baseline) and the sample of student books you have
in front of you, identify x3 students (High / Middle / Low).
2. Open their books to the exact (dated) piece of work.
3. Now evaluate, is that student:
o Working on a pathway in-line to their prior starting point? E.g. 4LOP
o Making sufficient progress?
4. What actions would you recommend to the teacher?
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Learning Policy (Mark)
Mark:
Marking and assessment have two purposes. One, students act on feedback to make progress
over time. Two; it informs future planning and teaching.
● Teachers must have a secure overview of the starting points, progress and context of all.
● Marking must be primarily formative, may be selective, and include the use of ‘yellow box
methodology’ which is clear about what students must act upon.
● Marking and feedback must be regular.
● The marking code must be used.
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Marking Code
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Marketplace: ROUND 3 of 3
1. Now repeat the same exercise, looking at another set of student books
from a teacher in ANOTHER department.
2. Wait until the 5 minutes are up before:
a. Feeding back your thoughts
b. Returning to your own chair/set of books
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Learning Policy (Mark)
Mark:
Marking and assessment have two purposes. One, students act on feedback to make progress
over time. Two; it informs future planning and teaching.
● Teachers must have a secure overview of the starting points, progress and context of all.
● Marking must be primarily formative, may be selective, and include the use of ‘yellow box
methodology’ which is clear about what students must act upon.
● Marking and feedback must be regular.
● The marking code must be used.
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Marking Code
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What next?
1. Work sampling will happen 2-3 weeks after Assessment Points = more valid
2. Prior data will be used to evaluate student work = more reliable
3. Whole-school work sampling (Nov 2016 and March 2017)
4. Department sampling - HoFs choose according to the needs of curriculum.
5. Thank you - hope this helps. Feedback please …
6. Coaching Teachers to remain here…
7. Rest of time is yours in faculties. Coffee/Tea 4.30pm