Professional Documents
Culture Documents
Step Marking
in
Mathematics
Effective Feedback
The purpose of returning marked work to pupils or of oral
feedback is to enable pupils to improve their learning.
However, both teachers and pupils need to be clear about
the assessment criteria that will inform marking and
feedback.
For instance, if the learning objectives for the work to be
marked were not concerned with presentation and
neatness, teachers may consider whether comments
about those things should be made, particularly if it is the
only comment that is made.
Effective Feedback
A study by Ruth Butler (1988) analysed pupils work
marked by one of the following strategies:
- comments and actions for improvement
- grades only
- praise only
- no feedback at all
The quality of work of those given only comments and
actions for improvement improved substantially from
lesson to lesson. Those given praise only, or grades only,
did no better than the pupils who were given no feedback
at all.
Effective Feedback
Outcome of piece of work
Correct
Correct, with
thorough
understanding
Identify next
steps/
challenge
Correct,
inefficient
methods
Model efficient
method with
task set
Incorrect
Incorrect,
inefficient
methods
Incorrect in
part of
process
Lack of prior
knowledge/
understanding
Highlight
Identify
Identify gap
errors/model
error in
and address
efficient
process
appropriately
method with
address
task set
appropriately
30 6
- 10 2
20 4 = 24
80 9
- 40 3
40 6 = 46
50 2
- 20 6
30 4 = 34
70 1
- 40 7
30 6 = 36
Child A
Child B
Child C
Child D
Child E
Show the reflection of shape A in the line of symmetry
A
Child F
Child G
Child H
Child I
Key Messages
When AfL is truly embedded, there will be a range of
evidence:
- pupils know what they are learning
- next step marking will be in place
- opportunities to reflect upon learning are
provided
- assessment informs practice.