Provided by Andrea Bennison.

This session focused on creating homework booklets, specific assessment papers or set tasks that are set out in an exam paper format and have resources and a mark scheme attached.

In MFL we create a homework booklet that students can work through over a half-term at their own pace on the subject that we are covering that half-term.  We then mark the booklet in class and take in the scores which gives a set of data that can be added to other assessments and class work to form a more in depth view of a student’s grade.

Sign on to Exampro

Choose your subject and level (French GCSE)

1. All the available tasks will appear in the left hand box
2. Drag and drop the tasks into the lower screen to create your document. You can preview the document at any time and change it around
3. Once you are happy with the tasks that you have included, you can export the document.
4. The document can be exported in a variety of formats to share with students or to print off as paper copy.

Provided by Zoe Silvester.

Why I mark each lesson.

Here are a few of the reasons why we might decide to spend time marking:

• To grade and summatively assess students’ performance
• To correct students’ mistakes
• To help students to improve their current level of performance
• For teachers to receive feedback from students about how well they appear to be understanding the content being taught
• To motivate students to work harder
• Because parents like it and students have come to expect it
• To prevent students from having to struggle or think
• For accountability purposes (as a proxy for convincing managers that you are a good teacher)

All these reasons but also:

• I enjoy getting to know students better
• I know the impact marking had on me and my family
• Students are thankful that you have put the effort in.

How I manage the workload.

• Time – end of every day.
• Clear S.C.
• Books handed in on the page
• Use settling time to walk around and check EBI’s – give TA a green pen.
• Mark spellings in Green as I walk around and anything else I spot (accountability)
• Don’t mark work if I miss a week unless assessment
• Do use peer and self assessment
• When doing large amount of DIRT students bring to the table like in primary school and can then move on to a ‘fun’ activity.  DIRT on assessment takes a whole lesson.
• Write verbal feedback if feedback given.

“How much is it worth?” and “Out of this world” provided by Judith Hunt.

These strategies are used to get students more engaged and focused during peer assessment.

The students are given a written task to complete with guidelines on what to include. When it comes to assessing the work the following slide is shown to the class (this was originally in French but has been translated for ease of understanding):

A value has been assigned to each part of the task that they had to complete. If the student can find evidence of that component in the piece of work they are marking they give it one of the values above. The students are trying to see which piece of work is worth the most (i.e. met the assessment criteria). The discussion that follows is based on how students can increase the value of their piece of work (feedback) by looking at which values they didn’t have.

Another way to approach the same task is to use ‘out of this world’: