Last week I read this blog by @TLPMsF about feedback, which also linked to this blog by @MrThorntonTeach. This post by @jo_facer talking about the way they give feedback at Michaela is also mentioned. What I am about to talk about comes from these blogs, I can't take any credit, other than making a very similar sheet and presentation to those mentioned.
This year I intend to take a different approach to marking and feedback.
It's difficult to stick to a school policy that dictates what should be done, when and in what colour and also try something new, but I'm hoping this will work. Students will still have self assessment (in purple), peer assessment (in green) and teacher assessment (in red). What they won't have are the lengthy comments written by me. Does that mean that they won't know what they have done well and what their next steps should be? No. But it does mean that I will spend less time on it and can hopefully claw back that time for improving my planning to build on what I have learned by reading the books.
When I read students work I will still check their progress in the reading and listening tasks they have self/peer assessed. I will still circle/underline errors and point out issues with presentation. However, instead of writing comments giving praise and next steps students will have a code indicating which comment on the board applies to them.
As I read the books I will write the common SPaG issues and any misconceptions, I'll take a note of any particular concerns with students work and presentation, missing homework etc. In the WWW, Next Steps and DIRT Questions boxes I'll write numbered comments, targets and questions that students will copy into their books.
I also plan to write down any particularly good examples to share with the class, and any notes that might aid my planning for the following lessons.
In the lesson, I will work through a presentation that allows students to hear all of the feedback, take note of their personal feedback and complete a DIRT question to help move forward. This will look something like the slides in the gallery below:
I'd be really interested in hearing from any MFL teachers that have taken a similar approach. I'll blog on how it goes later. The files are available here:
Or on TES for free, of course.