Just that really! OFSTED sent out their 'dispelling the myths' document which said they do not expect i depth dialogue between teacher and student on every piece of work but does not clarify what is considered 'in depth' and gives no guidelines or insight into how much correcting, mistake-highlighting and extension task we should be giving.
Particularly interested to hear about experiences in primary school from Y1 up to Y6 and those who have recently been inspected and given feedback on marking.
In our school, we make a 'star' comment and a 'wish' comment. All spelling and grammar mistakes are corrected, age related of course, or highlighted for children to change. The wish comment is usually an extension or challenge activity that children, even at Y1 are expected to respond to. But though we are told not every piece of work needs this in depth marking, our book analysis always comes back as 'not enough' and 'chances missed'.
We find this very subjective and all depends on who is doing the book analysis. It can be enough for one member of SLT but not an other. Consequently, everyone is now doing it on all pieces of work, which makes the workload immense. The SLT team don't ever tell us we are doing too much!!!!
We also find that because ALL children are then expected to respond, it can become incredibly time consuming, especially with little ones, and I have found at key stage one, that children are still not finished responding after fifteen minutes, which eats into the next lesson, and this is them only correcting spelling and grammar mistakes! I would also like to add, that we are expected to mark their corrections and extension/challenge activity on top of the next work to be marked.
So, what is everyone else doing? My friend is a secondary head teacher and though their policy states not every work needs marking, she is STILL pulled up on book analysis that she hasn't marked work!!
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How much marking is everyone doing?
33 replies
Ridingthestorm · 30/11/2014 11:23
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