A level feedback- not to be ignored!
Due to timetabling, it is often easy to mark an AS/A2 essay and never to refer to it again. The pace at A Level is fast, modules need to be completed in good time and so there aren’t always opportunities for in depth discussion about a piece of home learning. Sophie Minchell introduces a way to feedback to her students, both on a class and a more personal level.
Firstly, the students complete the work e.g. an essay. When marking the home learning, Sophie has a document entitled ‘class feedback’, which is dated and titled subject to the home learning. Using the assessment objectives (AOs) as her guide, Sophie writes out the particular, general strengths of this selection of home learning and of course, the common mistakes made, complete with quotations from the students’ work. At a more personal level, Sophie marks each individual piece of work, annotates it and selects a paragraph that the student can improve.
When students then have time to look at the feedback, included at the beginning of the lesson, or perhaps as the review, they are asked to start a new page, entitled progress task, ensure that they date it and using the Class Feedback Sheet, improve the suggested paragraph mentioned in their personalised feedback.
The students are then provided with a ‘progress sheet’ which is, of course, yellow. They are expected to use the language of the AOs to explain what they have improved on in their paragraph.
- students get in depth feedback
- students make similar errors and so once a document is created, it is quite easy to make a copy and keep some of the mistakes from the last round of marking
- students are able to say that they are aware of the AOs, in their own words
- more feedback at AS/A2 level, which needs to improve
- the filing, when chronological, works to show progress
- to create one of the documents takes time
- not all students write the date/title- folders can get messy (but this is nothing that a folder sorting session after school can’t fix!)