Feedback and Next

Step Marking
in
Mathematics

Aims of the Session

To clarify the key principles of effective
feedback.
To outline the features of next step marking in
mathematics.

Assessment for Learning

Where anyone is trying to learn,

feedback about their efforts has three
elements the desired goal, the
evidence about their present
position, and some understanding of
a way to close the gap between the
two.

Assessment for Learning

Deciding:
where learners are
where they need to go
how best to get there

Key Elements of AfL

Providing effective feedback to children.
Actively involving children in their own learning.
Adjusting teaching to take account of the results
of assessment.
Recognising the profound influence assessment
has on the motivation and self-esteem of
children, both of which are crucial to learning.
Considering the need for children to be able to
assess themselves and to understand how to
improve.

Marking and Feedback

Oral
Written

To be effective, feedback should cause

thinking to take place.
Shirley Clarke

Marking and Feedback

Learners need information and guidance in order to plan
the next steps in their learning.
Teachers should:
- pinpoint the learners strengths and advise on how to
develop them;
- be clear and constructive about any weaknesses and
how they might be addressed;
- provide opportunities for learners to improve upon
their work.

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.

Successful Oral Feedback

Oral feedback is regular and interactive.
Oral feedback can be direct (targeted to individuals or
groups) and indirect (others listen in and reflect on
what is said).
Works in three directions:
- teacher to child
- child to teacher
- child to child

Successful Oral Feedback

Oral feedback should be:
positive recognising the childrens efforts and
achievements to date
developmental offering specific, detailed advice to
help children progress

Successful Written Feedback

Highlights success and improvement against the learning
objective.
Asks for small improvement.
Quality marking - once or twice a week - not for every piece of
work.
Gives children time to act on it.
Eventually develop shared marking:
teacher and child
child and partner - paired marking
child marks own work.

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.

Improving Marking & Feedback

In marking pupils work, teachers can consider:
how well the pupil has understood the task;
what the pupil knows and does not know;
what the pupil needs to do next to improve;
how the pupil will be informed of this;
how they can encourage pupils to review their work
critically and constructively.

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.