A great deal has been discussed recently about marking. DIRT (see previous article) is making a big impact on how we mark and there have been many other developments, such as this article by English teacher Andy Tharby. This also reminded me of an article I read earlier in the year by the excellent Alex Quigley entitled ‘Make your marking policy a feedback policy’. As always, Alex talks a great deal of common sense but there is one strategy that jumped out as being particularly useful – the use of the ‘Verbal Feedback Given’ stamper. Whilst written feedback is of course very useful in terms of developing student learning, so is verbal feedback – it’s regular, in the context of the learning that is happening there and then and so deserves to be highlighted. So I immediately went on to Amazon and ordered some – here.
This is how I’ve used my stamper…..
As students are working on a task, I will move around and monitor what they are doing and read their responses. So for example, they may be responding to a question, that relates to a key aspect of the learning:
Having read their response I will give them a specific piece of verbal feedback to improve their work ‘This is a great start, but you could improve it by using an example of an energy transfer’. I will then pull out the stamper and stamp their work, as a record of my verbal feedback:
As this is key improvement strategy, they could also record it on their progress tracker sticker, on the front of their book/ folder:
What’s good about this strategy?
- It’s quick and effortless
- It can be highly regular
- It gives a higher profile to the vebal feedback that students receive
- It allows them to log and record their own personalised improvement strategies
- It makes me as a teacher think about the verbal feedback I am giving
- It gives a purpose to the feedback I am giving as a teacher
- It makes the student respond to the feedback and so closing the feedback loop
A great new edition to the toolkit!