Oh, but insisting that the feedback has to be in a particular format (2 stars and a wish) or particular colours is bloody annoying and time wasting.
Exactly.
Two wishes and a star is exceptionally detrimental, but all of these stupid stupid stupid marking policies is an utter waste of everyone's time.
Just look at what you are saying!
you want teachers to spend time on composing the wording success criteria, learning objectives, etc ( This has to be done exactly according to policy, you need to be trained in the policy of your school, department, faculty, etc, and will not be allowed to use the policy of the department you work in the rest of the week)
you want teachers to spend time moderating success criteria, learning objectives, etc, meeting to check everyone is using the same policy, and the wording of each fits in with the school, department or faculty policy, then having further meetings when the school, department or faculty policy changes.
You want teachers to spend time copying out success criteria, learning objectives etc into their planners , for quick reference, and into the staff shared drive, for general access, and into the department records, for inspection purposes.
you want teachers to spend time copying out success criteria, learning objectives etc onto the board, or typed into the smart board if you have one at the start of the lesson. ( you are supposed to have them on both, the smart board, if you have one, to by amended and interacted with in the lesson, and also on the fixed board, if you have one, so anyone walking into the room will see them clearly, even if you are on a different place in the smartboard.
You then want pupils to spend time copying them down as well?
you then want marking to be limited to reference back to these success criteria, learning objectives etc and colour coded?
Are you aware how many there are supposed to be? for a one hour lesson, a minimum of 5, 3 differentiated subject related, + one literacy + one numeracy, although they might not all have to be copied into the children's work. Then there are there additional ones which appear and disappear according to fad, employability, ethnic minority inclusion, British values etc.
And then you want the targets set. Again the targets have to be planned, moderated, copied out in triplicate, dated, time linited, followed up, recorded, recorded, recorded, you have no idea how many places these have to be recorded in, in fact, revisiting on the specified date and recording how far someone has progressed is actually MORE IMPORTANT THAN MEETING THE TARGET!
And, this is all done INSTEAD of teaching, in spite of the fact that it has a DETRIMENTAL affect on pupils, who either totally fail to develop any autonomy at all, and expect and demand to be spoon fed for their entire education, or become so bored and disheartened by the whole process, especially the fact they can never ever be told something they have done is good enough.
Research shows target grades for older children in particular impact negatively on motivation and progress.
informal formative feedback during the working, then informal summative feedback after, for several pieces of work a week, or else simply marked as right/wrong, with a grade, and leave students to develop evaluation for themselves - in other words, the old fashioned way, that is a thousand times better.