: Transforming Feedback: The Power of Live Marking and Written Comments in the Classroom Holly Chapple ELE offers an insight into methods that have worked effectively in her own practice.

The EEF Guidance Report on ​‘Teacher Feedback to Improve Pupil Learning’ states the following:

Carefully consider how to use purposeful, and time efficient, written feedback

Written feedback may be effective if it follows high quality foundations, is timed appropriately, focuses on the task, subject and/​or self-regulation, and is then used by pupils.

Traditionally, there has been an expectation to provide written comments in pupil’s books, increasing the already ​‘full to the brim’ workload of many teachers. The current EEF guidance report highlights the importance of focusing on the principles of providing effective feedback rather than using a regimented approach to marking books.

These principles are:

1. Lay the foundations for effective feedback – this should include formative assessment strategies
2. Deliver appropriately timed feedback that focuses on moving learning forward
3. Plan for how pupils will receive and use feedback – pupil motivation, self-confidence, their trust in their teacher and capacity to receive information can impact feedback’s effectiveness

This gives teachers and school leaders more freedom and flexibility when considering how to provide effective feedback.

In this blog post, I will explore the impact of live marking on pupil outcomes, offering an insight into methods that have worked effectively in my own practice.

When it comes to written feedback, time constraints are the primary barrier to the provision of high quality, task focused, written feedback. The introduction of live marking in lessons can reduce workload. Live feedback is instantaneous and individualised; it moves learning forward by providing pupils with an immediate opportunity to improve their work, while it is fresh in their mind.

In Figure 1, you can see that the teacher has live marked a pupil’s book. The teacher has provided the pupil with written praise prior to giving them a bespoke question that allows them to make improvements to their answer. This aids with building intrinsic motivation and self-regulation in pupils.

This written conversation is accompanied with a discussion between teacher and pupil. Verbal feedback can be provided alongside the written comment. By engaging with pupils’ book work, and investing in their efforts, a positive relationship can be built, and teachers can quickly discover the areas of strength and development for each pupil.

When I’ve spoken to colleagues in the past, they sometimes ask about the manageability of live marking. We, as teachers, need to be realistic as to what is achievable in an allotted time and whether live marking is an appropriate form of assessment for the lesson. In my own practice, I have always aimed for six books per lesson, where appropriate, ensuring that different pupils are targeted each time. It is now an embedded habit within my classroom. I use green pen to mark books, pupils respond in purple pen. Purple pens are provided to students each lesson, and they associate purple pen with self-assessment.

There are two main reasons for pupils’ self-assessment being in a different colour to the rest of their written work:

1. It gives me, the teacher, a clear understanding of what the pupil understands, and what they need to improve on
2. It allows the pupil an opportunity to review their learning. What did they need to do to improve their answer?

Now, there are times when I don’t provide a written comment in pupils’ books. It may be suitable to give feedback orally, and for pupils to self-assess their work based on this. For example, my ​‘Do Now’ task in lessons is always a form of retrieval practice (typically four questions on the board in the same format). Pupils respond to these questions. We discuss the answers, and pupils make improvements to their answers in purple pen (see Figure 2). The aim is always for students to improve their work, and thus their understanding of topics.

Promoting self-regulation and confidence in our pupils is essential. If a pupil believes that they can be successful, then they are more likely to be successful. Part of our job as teachers is to nurture this self-belief and confidence in our pupils. In Figure 3, a pupil has completed a bar chart in a science lesson. This pupil has then self-assessed their bar chart using purple pen. The pupil has identified all the things that they have done well, and they have received positive praise and a sticker for their efforts. A form of extrinsic motivation, stickers can be effective (and inexpensive) ways to support with celebrating success… although I won’t be writing a blog post on that! In our classrooms, it is important to provide pupils with the foundations to believe that they can achieve.

When considering providing written feedback, consider the principles of the EEF Guidance Report. Is the feedback moving the learning forward? Is it helping the students to improve? Is it building their confidence and developing their understanding of a topic? If the answer is ​‘no’ to any of these questions, then it is worth reflecting on the intent of the feedback.

Written feedback, and live marking in particular, is something that fosters collaboration between teacher and pupil. If you have never tried live marking, I would encourage you to give it a go, at your own pace and in a way that works for you. It has helped me to understand my pupils better, build relationships and to identify strengths and areas for development in individuals. I am most definitely an advocate for live marking.