Marking exams can always be a difficult process. There’s the emotion (for the teacher and the students) that grades aren’t where they should be and the realisation that students are still making the same mistake. It can also be very difficult for students to process any feedback other than the grade.
These ideas, courtesy of the fabulous @Laura_oleary allows students to engage with their feedback and close gaps.
When using either- I am very selective about which questions I give detailed feedback on. There is limited impact writing on every question what the students should have done to get full marks. Be selective and only give detailed feedback on a small number of questions.
The exam review sheet – how to use.
- Mark exam paper- highlight one question that the student will improve (throughout a class I will select no more than 3 questions that they will improve- this will make the resource making for point 5 easier to manage!)
- Students identify their target grade, their raw mark and how many marks they were off (or above their target) .
- They then do a question analysis to process individual question marks.
- Students then identify something they did well and something they did not do so well on (I might give examples, e.g. I attempted all the questions, I completed the case study questions well etc).
- Students then find their target question, and using resources I have made prior to the lesson they improve their answer.
- Finally students look at how their mark has improved.
Mock review sheets- how to use
This resource is great for larger exam
- students identify their target grade and read through the feedback given. I will give detailed feedback on a select number of questions
- The students then do a question analysis. The “how many marks lost by not attempting questions” is really interesting for students that this is an issue with.
- Students identify what they have learnt from the mock exam- this is usually skills/ technique focus (again I might give some examples).
- They identify a new priority for the next term/ year.
Really quick and simple plenary/ review task which allows students to feedback, ask students to write a paragraph with the sentence starter “I have met the LO because….”. Give students a green mark or arrow to show how much you want them to write to prove it!
How I structure lessons
The way I structure the learning within my classroom has evolved over my teaching practice and now incorporates 4 sections as shown below (please scroll down to read how I got to this). Please be aware that I do not always get through the whole sequence in one lesson, sometimes it might be in significantly more lessons. For example, 1-2 lessons presenting new information, maybe by watching a documentary, reading a news article, completing a card sort etc. Then 2 lessons or more applying. Also after each of the first 3 stages, there will be mini reviews taking place to check students understanding and progress.
Now, how does this speed up planning?
The time consuming bit can be thinking up different activities and sequencing that allows students to make progress. Below is a link to a PowerPoint I used with NQT’s on medium term planning, which gives mix and match lesson activities/ strategies for each stage of the above lesson structure- all you need to do is apply the content, whether that’s for Maths, English, Science, History etc (our maths NQT even had the students writing a news article in the apply section!) Hopefully lots of transferable ideas to speed things up!
How I structure lessons- the theory bit!
There are many ways to structure lessons. The traditional structure: starter, main, plenary of my PGCE training served me well to start with. This was then developed through reading Geoff Petty’s “Evidenced- Based Teaching” and the PAR model (shown below) where the “main” was split into two sections: a present information and an apply information stage.
Then, as part of whole school CPD, I was introduced to the TEEP model. However, with this model I was always unsure how stage 4 (construct) and 5 (apply) differed.
An amalgamation of these approaches has lead me to the 4 part system which I have found to be very effective, and pupil voice and learning walks/observations have also supported this.