Marking, feedback and making a difference.
So this year I decided to try a new way of marking with my 6th form. Rather than give them the answers to their mistakes (as I have done previously) I wanted to get them to work out where they were going wrong, so they could begin to self correct.
I devised a marking feedback method of marking (see pic on right) and began using this with my classes, but as yet they are not totally getting to where I want them to be for their exams. Yes, I know it is early days, but I have decided to refine the idea a bit with some classes.
Most of the 6th formers are making progress with this, it is slow and steady, they are beginning to realise where there common mistakes are, as they see the same codes used a lot - but in terms of "how" they make the jump between knowing what they have done wrong and preventing the same or similar mistake in the next exercise - well we still have a way to go!
But with my Environmental Scientists (who have to write a lot more essays) I am jumping straight in with DIRTy TOEs - these guys have 7 months until there exams and are still making the same mistakes in their essays of repeating the question and rephrasing the same answer - thinking it will earn them extra marks... I think the DIRTy TOEs method will bring this out in a much shorter timescale that the current method I am using.