The first couple of mainstream settings I worked in I heard that phrase multiple times "Have you marked these books?" It was seen more as a tickbox exercise that all books MUST be marked!
It wasn't until I moved in specialist SEMH settings that the vibe of marking changed. The questions were more around "Do you believe the children understood that activtit/concept/lesson?" It took me a while to adapt but IMO it's a much better way of teaching.
I couldn’t agree more. The point about separating data, assessment, and feedback really struck a chord. It’s a refreshing reminder that no single piece of data tells the whole story. Triangulating assessment using a mix of student work, conversations, and observations, gives a much clearer and fairer picture of what students know and can do.
The first couple of mainstream settings I worked in I heard that phrase multiple times "Have you marked these books?" It was seen more as a tickbox exercise that all books MUST be marked!
It wasn't until I moved in specialist SEMH settings that the vibe of marking changed. The questions were more around "Do you believe the children understood that activtit/concept/lesson?" It took me a while to adapt but IMO it's a much better way of teaching.
I couldn’t agree more. The point about separating data, assessment, and feedback really struck a chord. It’s a refreshing reminder that no single piece of data tells the whole story. Triangulating assessment using a mix of student work, conversations, and observations, gives a much clearer and fairer picture of what students know and can do.
Thanks Ray, good to know it's helpful.