: Improving Year 11 Confidence and Success in Mathematics: The ​‘40 Markers’ Strategy At Hathershaw College, analysis of exam data revealed a surprising trend.

As KS4 Mathematics Lead at Hathershaw College, I continually assess our students’ strengths and areas for improvement. After analysing the ResultsPlus data from the 2024 cohort, I noticed a surprising pattern- our students were losing marks on the first half of the exam paper, which typically consists of the easier questions, compared to the tougher second half. To address this, I implemented the ​’40 Markers’ strategy, which aims to build confidence, identify areas of weakness and improve student performance on the first section of the exam paper.

Aligning with Recommendation 1 of the EEF Improving Mathematics guidance report, the importance of assessing and addressing misconceptions is pivotal to student progress. By regularly diagnosing where students struggle, particularly on fundamental concepts, we ensure that gaps in understanding are identified and tackled promptly. The ​’40 Markers’ strategy incorporates structured practice, low-stake assessments and targeted feedback to reinforce key skills. This focus on foundational knowledge not only improves performance in the early questions but enables students to approach the more challenging sections of the exam with greater confidence.

What are ​‘40 Markers’ and Why Are They Peer-Assessed?

The ​’40 Markers’ strategy involves our Year 11 students completing the first 40 marks of a past exam paper. While these questions are generally easier, they also assess core knowledge and skills. Students complete this in exam-style conditions and then peer-assess their work using a student-friendly mark scheme. During this time the class teacher circulates and supports, verifying where the marks are gained. This process encourages students to think critically about their own work and reflect on their understanding- an approach recommended by both the EEF Improving Mathematics in Key Stages 2 and 3 and Metacognition and Self-regulated Learning guidance reports.

Peer-assessment plays a crucial role in this strategy, as students discuss their answers, compare methods and share problem-solving strategies. Through articulating their reasoning, students learn to plan their approach to questions, monitor their problem-solving process and evaluate their performance, which are key components of successful independent learning. By comparing their answers against the mark scheme and discussing their thinking with peers, students develop essential self-monitoring skills that help them recognise patterns in their thinking and application. Regular exposure to mark schemes also familiarises students with how marks are awarded, reinforcing key assessment principles and improving exam technique.

By embedding metacognitive reflection into routine practice, the ​’40 Markers’ strategy builds confidence, encouraging students to take ownership of their learning and equips them with skills that strengthens mathematical resilience.

Following peer-assessment, teachers identify the areas where students struggled the most. These topics inform retrieval practice and revision in future lessons, allowing teachers to reinforce key concepts and address any misconceptions.

Revisiting the Content: The Shadow Paper

Two weeks after the initial 40 Marker, students complete a ​“shadow paper” — a version of the original 40 Marker with amended numbers in the questions. This allows teachers to check students’ understanding of the questions, which were previously identified as areas for improvement. The shadow paper not only serves as a progress check for both the teacher and their students but also provides an opportunity for improvements to take place regularly. After completing the shadow paper, students begin the cycle again with a fresh 40 Marker. This new set of questions allows them to apply some of the learning from the previous set of 40 Markers whilst also tackling new material. By repeating this process, we ensure that students consistently reinforce their learning and develop stronger problem-solving skills. 

The Results So Far

Since implementing the ​’40 Markers’ strategy, we’ve seen promising results in the most recent mock exam series. Students are now more confident in tackling the first half of the exam paper. Their performance in this section has improved, which is crucial for overall exam success. Students also have a better understanding of key concepts and are applying them more effectively. Their increased confidence and understanding are reflected in their improved performance and enhanced exam technique.

I will continue to receive feedback from the faculty regarding this approach, refining and adapting it as required to ensure our students are confident and well-prepared for their summer examinations.