Beyond Triple Impact Marking - making marking meaningful, manageable and motivating again!

Just 45 per cent of primary and 44 per cent of secondary teachers have had a review of marking in their school (NEU teachers’ union, 2018 survey)

Discover a range of ideas informed by research that can be used immediately for the benefit of both teachers and their students, to ensure that pupils achieve the highest outcomes.

This INSET is designed for staff at schools who already understand the benefits of effective marking and feedback who are looking to move away from unhelpful and time-consuming marking processes and return the focus to improving pupil outcomes through feedback.

Having to record conversations with pupils and what the conversations were about – known as “oral evidence” – continues to occupy the time of 61 per cent of primary teachers (NEU teachers’ union, 2018 survey).

COURSE OUTLINE

Expert guide to marking & feedback strategies

• Current feedback and marking climate, including Ofsted’s & ISI’s perspective
• What are the issues with Triple Impact Marking and how to move to a more meaningful practice?
• The research behind ‘effective’ feedback and how to translate this into practice
• Changing the mindset behind marking
• Integrating assessment into teachers planning

Making marking meaningful, manageable and motivating again!

• Key principles upon which any sensible marking policy should be based
• The 4 stages of feedback
• How to work with colleagues to evaluate and moderate teaching and planning
• Best-practice ideas of assessment and marking policies that reduce workload and increase student learning

A practical toolkit of feedback strategies to improve performance

• Techniques for oral feedback designed to benefit the pupils
• Ideas for gathering feedback during lessons
• Strategies for how to respond to feedback within lessons, including how to effectively differentiate for all learners
• Methods for developing independent learning capabilities
• Self-feedback: promoting self-regulation and metacognition

Triple marking is still being undertaken in 63 per cent of primary schools and 59 per cent of secondary schools despite little evidence of its effectiveness (NEU teachers’ union, 2018 survey)

If your current approach is unmanageable or disproportionate, stop it and adopt an approach that considers exactly what the marking needs to achieve for pupils (Teacher Workload Review, 2016 ).

Presenter Profile

John Medlicott (@johnmedlicott) is the Director of JMC Education (www.jmcinset.com), having held a number of key academic and pastoral leadership roles in schools and colleges. John still teaches in an Ofsted Outstanding School and has taught for over 20 years. As a teacher trainer & school improvement consultant he works with schools across the UK and internationally. He is regularly graded as “outstanding” by delegates on their evaluation forms. John has spoken recently on challenge and differentiation at a National Conference for Deputy Head teachers and is a regular Keynote speaker and workshop provider in School Leadership and Teaching and Learning.

Feedback

"Transformational"
David Luard, Northcote Lodge School

“Has really helped me confirm how I need to address the marking policy”
Katherine Hyland, Assistant Head, St Anne’s Catholic School for Girls

Cost: £250 per delegate; £299 for 2 teachers from the same school booking on this course

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