After reading a (relatively old) post on the excellent @leadinglearner blog on linking marking and feedback with Bloom’s taxonomy (as you will know I am also trialling linking Blooms with homework) I thought I would try, with my year 7 group, a different style of marking.
(Reproduced from http://leadinglearner.me/2013/12/08/when-feedback-meet-bloom/)
I focused on the first box in the feedback column and tried marking their books just with the “you got x right and y wrong. Find the incorrect answers and correct them”. It actually worked out to be the quickest I’d ever marked their books following their homework. That is all well and good, but would it, actually improve the level of response from the pupils. The adage that we need to get the students working harder than us is true and this was an excellent way of trying to make that happen.
I gave the class about 20 minutes of directed time to do this task and I have to say the initial results were really pleasing. The homework task was a Rainbows arithmetic homework we are doing to try to instil mastery of basic arithmetic. I am trying to mix these with the more topic specific menu style homeworks I’ve been trialling and have referenced before on this blog.
As an example I offer you this piece of work. Before the student responded to feedback:
(I decided to be REALLY lazy and put my feedback on stickers!).
Although she didn’t quite finish the response (she didn’t quite finish correcting question e) this is what the after response looked like:
This is generally indicative of the type of response I received from the students. I did allow them to check their answers using calculators but when correcting they had to correct without use of a calculator and show sufficient working to show this. It certainly ticked the box that the students were working harder than me. Did it have impact? We shall see – it is certainly something I intend doing again in the future for certain homeworks. This type of homework lended itself well to this sort of approach.