‘Quick wins’ #10 – Formative feedback marginal gain.

Image by @gapingvoid - http://gapingvoid.com/

Image by @gapingvoid – http://gapingvoid.com/

Why? Returning formative feedback often has a demotivating impact, despite any positive comments. This is a particular issue for Key stage 4  C/D borderline students who find the leap to the next grade quite daunting, and able students attempting to bridge the gap between A-A*.

Possible solution. To direct student focus to improving I have added an extra comment to assessment sheets. When students receive their assessments they now see not only their target grade and current grade but the marks required to get to the next grade,

Resources.
Here are a couple examples of this marginal gain being implemented…

Example from a KS5 Art progress booklet.

Example from a KS5 Art progress booklet.

Example from a KS4 Computing class.

Example from a KS4 Computing class.

Outcome. The effect was immediate as students focused on the marks required to achieve the next grade rather than their current grade.A year 10  student commented on the fact that he was just 2 marks away from achieving a C grade, not that he had a D grade. In his previous assessment he had felt quite despondent. It is a simple yet, effective motivational tool that provides an instant snapshot of how close they are to the next step.

Post submitted by:

Rachel Taylor-Evans

Head of Art

#neverstoplearning

Feedback. Please let us know how ‘Formative feedback marginal gain’ worked for you. Leave a comment on this post or tweet us at @nslhub.

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