A presentation outlining maximum impact minimum marking techniques.

1. ‘Maximum impact, minimum
effort' marking…MIME
Lazy Marking?

2. How can we make the following
extracts from the marking and
assessment policy a reality and not
increase workload?

3. Marking for Learning:
Teachers will
• Set clear learning objectives / intentions and success criteria during lessons in
order that there is a fixed reference point to use when marking
• Mark students’ books at least every three weeks / twice a term using clear,
diagnostic marking and engaging the student in a learning dialogue. Please note
that the frequency of formal diagnostic marking should also reflect the curriculum
time subjects are delegated. The minimum expectation is that for a core subject
with full allocation of lessons exists books should be marked at least once every
three weeks
• Use the Learning and Progress Reflection Form before, during and after said
marking of students’ books to facilitate and encourage learning dialogue
• Complete summative, formal assessment of students’ progress every six weeks
• Acknowledge the positive aspects of work and reinforce success with praise
• Always celebrate a positive aspect of the student’s work
• Consider an individual’s prior attainment and individual needs in marking for
learning
• Provide oral feedback on a regular basis and clearly mark in a student’s book where
oral feedback has been given
• Make contact with home where significantly better than expected progress is made
or significantly less than expected progress is made
• Refer clearly to assessment objectives / criteria / foci in diagnostic marking

4. Marking for Literacy:
Teachers will
• Use a common marking code which students understand clearly
• Make clear (whether through using a consistent colour / symbols / annotation)
what is teacher feedback (rather than self or peer assessment)
• Ensure that all lessons compliment the ‘Literacy Focus’ identified in the staff
bulletin and as resourced in tutor time; colleagues may build the ‘Literacy Focus’
into the success criteria of lessons for students to follow and then to allow for
specificity in marking of said work
• Identify spelling errors (maximum of five per page) but not show correct spelling
• Identify errors in punctuation but not suggest the correct punctuation
• Identify where a new paragraph should be started and explain why
• Identify where there are grammatical / expression errors but not suggest a ‘correct’
alternative
• For STAG students and in the interests of differentiation staff may decide that
rather than identifying specific errors that it is beneficial to identify a minimum
number of errors a student needs to find themselves in their work
• Allow time when marked books are returned for students to correct errors using a
dictionary and by proof-reading. These lessons / phases will be referred to as
reflection time. Students to have ‘Literacy Buddies’ to assist in proof reading work
• Decide whether it is appropriate to set a literacy related target on the Learning and
Progress Reflection Form and facilitate ways to address that target
• Provide oral feedback on a regular basis and clearly mark in a student’s book where
oral feedback has been given

5. Shannon Darroch & James Stonebridge
Year 8
Marking that helps us make best progress:
(Student slide to be inserted here)

6. Labour Saving Tricks
Jot down onto a sticky note
your top tip for labour
saving when it comes to
marking students’ work

7. (1) ‘Triple Impact’ Marking
• reflecting against LOs and success criteria
Self • proof reading for literacy
• reflecting against LOs and success criteria
Peer • proof reading for literacy
• reflecting against LOs and success criteria
Teacher • proof reading for literacy
Minimal time / effort required from teacher in marking for literacy, students take
more care in accuracy of work as they know this is a mandatory part of the process,
all are involved in a continuous feedback loop

8. (1) ‘Triple Impact’ Marking - Example
Students
/ peers
identify
errors
Students make
corrections BEFORE
teacher input

9. (1) ‘Triple Impact’ Marking - Example
Students
make ALL
corrections
identified
by teacher
in ‘marking
for literacy’
This then
discourages
‘lazy’ self or
peer
assessment!

10. (1) ‘Triple Impact’ Marking - Example
Examples of
corrections
post self /
peer
assessment
Consider the
amount of quality
reflection evident
here – it has all
happened PRIOR to
teacher input.
Thus, the hard work
has already been
done!
Success criteria
highlighted in work
(use of connectives)

11. (1) ‘Triple Impact’ Marking - Example
All
corrections
(identified by
self / peer
teacher)
made and
‘ticked’ off

12. (1) ‘Triple Impact’ Marking – Self and
Peer Assessment
Note minimal teacher
input during this
phase of reflection
Students engaged in
detailed self and peer
assessment prior to
teacher marking.
They have used APP
level ladders and
Consider the comment banks here
evidence of to formulate feedback
progress and
learning here
(against the
success criteria
related to speaking
and listening)

13. (1) ‘Triple Impact’ Marking – Self and
Peer Assessment

14. (2) Progress and Reflection Forms
(Blue Forms)
 Assign a specific assessment  Avoid using blue forms at the
focus; some of the most end of a project where several
successful examples have only skills were tested
one skill / assessment focus  Avoid long, vague assessment
being measured foci
 Pre-write the assessment  Avoid / discourage vague
focus / foci comments that have no
 Offer students ‘comment relation to assessment foci
banks’ or use level ladders  Pre-fill the ‘WWW’ / targets
which gives students specific boxes with skills that students
phrases to use can mark ‘Y’ / ‘N’ / ‘Some’
 Pre-fill the www / targets  Be seen to value the process
boxes with skills that students and be a strong advocate;
can mark ‘Y’ / ‘N’ / ‘Some’ students will reciprocate your
 Model best practice for attitude towards the process
student with example /
completed sheets

15. (2) Progress and Reflection Forms
(Blue Forms) Examples
Assign a specific assessment focus; some of the most
successful examples have only one skill / assessment focus
being measured

16. (2) Progress and Reflection Forms
(Blue Forms) Examples
Pre-write the assessment focus / foci

17. (2) Progress and Reflection Forms
(Blue Forms) Examples
Offer students ‘comment banks’ or use
level ladders which gives students specific
phrases to use

18. (2) Progress and Reflection Forms
(Blue Forms) Examples

19. (3) Verbal Feedback Stamp
Use during 1-2-1 session at teacher’s desk
Use during circulation
Use on Progress and Reflection Forms
Teacher Student
Student asks stamps transcribes
for / needs relevant page feedback
feedback in student’s around the
book stamp

20. (3) Verbal Feedback Stamp Examples
Teacher circulates during ‘on task’
moments and stamps a students book
before dictating targets / feedback
and students writes into book

21. (4) Mini Plenaries / Learning Dialogue
1. 'Find one example you are really proud of and circle it. Tell the person next to
you why you are pleased with it. Write a comment in your margin and I will
respond when marking.'
2. ‘Decide with your talk partner which of the success criteria you have been most
successful with and which one needs help or could be taken even further;
colour code your work in the margin R-A-G and I will suggest how to make
improvements when I mark your work'
3. (After whole-class sharing for a minute or two) 'You have three minutes to
identify two places where you think you have done this well and read them to
your partner. Highlight it in your books for me to find later.'
4. 'You have five minutes to find one place where you could improve. Write your
improvement at the bottom of your work and explain how you made this
improvement by highlighting and labelling.'
5. 'Look back at the problems you have solved today. Where were you successful?
What approach did you take?
 ASK STUDENTS TO HIGHLIGHT IN THEIR BOOKS WHERE THEY HAVE
DEMONSTRATED A SKILL / MET SUCCESS CRITERIA
 YOU CAN COLOUR CODE THE ALL – MOST – SOME CRITERIA AND STUDENTS CAN
THEN COLOUR CODE EXAMPLES OF SUCCESS CRITERIA BEING MET IN THEIR
WORK

22. Guiding Principles – ‘MIME’
• Students are active in the process of learning
and reflection
• Students complete 80% of the ‘work’ and effort
associated with good progress made; we can’t
‘mark’ them into making progress – it is their
journey to make
• The teacher appraises learning and gives specific
formative assessment and targets based on the
student and peer reflection
• Students’ books look covered in annotation and
feedback. They are; only the vast majority is generated
by the students