How would you go about monitoring marking consistency and student progress across a large secondary school; as well as aiming to reduce teacher's workload?
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Last week I asked you this;
In our school, we do not grade individual lessons as we understand that a wider evidence base, developing the teacher in a progress-over-time methodology is required. Our evolving a mark-plan-teach philosophy, alongside a range of tools, strategies and sources of evidence has also been designed and considered throughout. Here, I
There is so much good ‘stuff’ in this post that I assure you will be the subject of Consideration by me and lots of others… On first read, it is very apparent that this approach is aimed at facilitating effective student learning!!! This should be one important part of the foundation of discussion among PLCs, PLNs, EdCamps, and even Twitter chats.
Thanks for the great resources!!!
Thank you for the comments. It is all designed to improve outcomes for students.
Interesting insight into how a whole school policy is implemented. I’m intrigued that the Lesrning policy summary jumps straight in with “Marking”, then “Planning” and finally “Teaching”. Would it be worth starting with a clear statement about what the school considers good “Learning”. There is a danger of losing sight of the wood for trees by focusing on the processes of marking and assessment at the expense of the overall purpose which is learning.