The effect of immediate (live) marking on pupil progress in science
The evaluation of Live Marking started in September 2017 and continued until spring 2018 (you can read some of the project lead’s reflections on setting up the project in this blog post). However, because of personal circumstances the project lead was not able to complete the evaluation and the project halted in April 2018; post-tests, post-intervention interviews with pupils and post-intervention surveys with teachers did not take place. A report will not be published for this evaluation.
The Westwood Academy’s innovation provided pupils with immediate (live) feedback during science lessons to enable them to develop their thinking in class, and thereby increase their knowledge and understanding of the subject.
Currently, evidence on written marking practice and its effectiveness is lacking. Several documents have indicated that there are workload issues over current marking practices regularly used in schools. Feedback is a strategy which can be used to develop pupils’ metacognition and can be used to reduce misconceptions developing nearer to the point of learning subject content or skills.
Science teachers and teaching assistants delivered live marking twice a week to pupils in Years 7 and 8. A set of structured tasks which can be used over a 30-minute period to identify general misconceptions in pupils’ work, along with a list of key misconceptions and guidance on best ways of teaching these, will be provided.
Pupils were given written feedback during science lessons with specific action points or questions that they had to think about and respond to. This written feedback was targeted at the task or process level in the feedback cycle.