The eighth #blogsync provided an opportunity for teachers of all walks to expand on their best marking practice. While it may maintain its place at the core of teaching practice, marking is certainly not what it used to be, herein you can read how some very impressive practitioners achieve: Marking with Impact?
To follow is the archive of the blogs and twitter links to their writers. A full description of the mechanics behind #blogsync and the form you can use to sign up can be found here
TOPIC: “Marking with Impact”
- @Cherryl-kd: To Mark or Not to Mark
- Sue Cowley: “The Editors” – there are many kinds of edit.
- Chris Chivers: Marking: Continuing the Dialogue
- Sarah Findlater: Marking for the Masses and Feedback for the Future
- Shaun Allison: Marking: Minimum Effort for Maximum Pleasure
- James Gurung: Using end-of-term tests to move learning forward
- @just_maths: Maths Plasters
- Tom Sherrington: Formative use of Summative Tests
- Andy Lewis: Collaborative Marking with Impact
- Paul Raymond Collins: A festival of acronyms: WWW, EBI and INT
- David Didau: Marking is an act of love
- Mary Myatt: Should I be marking every piece of work?
- Chris Curtis: This Marking is Killing Me
- Michael Tidd: Effective marking: a primary slant
- Stretch potential: Marking: Encouraging and evidencing dialogue
- Tom Riley: Improving feedback in a 1:1 environment
- Alex Quigley: Make your ‘marking policy’ a ‘feedback policy’, and Dirty Work
- @redorgreenpen: Does DIRT work in maths?
- Joe Kirby: What if you marked every book, every lesson?
- Helen Lochead: Manageable and meaningful marking
- Chris Waugh: Give the feedback before the race is run
- David Fawcett: Understanding why feedback doesn’t stick and Using methods to make feedback stick
- Laura McInerny: The Quick, The Weird, and The Thorough: How I Mark Student Work