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Are you receiving sufficient feedback on your academic work?

๐€๐ซ๐ž ๐ฒ๐จ๐ฎ ๐ซ๐ž๐œ๐ž๐ข๐ฏ๐ข๐ง๐  ๐ฌ๐ฎ๐Ÿ๐Ÿ๐ข๐œ๐ข๐ž๐ง๐ญ ๐Ÿ๐ž๐ž๐๐›๐š๐œ๐ค ๐จ๐ง ๐ฒ๐จ๐ฎ๐ซ ๐š๐œ๐š๐๐ž๐ฆ๐ข๐œ ๐ฐ๐จ๐ซ๐ค? Here one of our tutors explores the nature of marking and the benefits of one-to-one tuition in providing personalised feedback.

๐ƒ๐จ ๐ฉ๐ฎ๐ฉ๐ข๐ฅ๐ฌ ๐ซ๐ž๐œ๐ž๐ข๐ฏ๐ž ๐ฌ๐ฎ๐Ÿ๐Ÿ๐ข๐œ๐ข๐ž๐ง๐ญ ๐Ÿ๐ž๐ž๐๐›๐š๐œ๐ค? Marking is a controversial subject in schools. Teachers usually claim that they spend too much time marking whilst pupils frequently state that they receive too little feedback after they have invested time in producing a piece of work.

๐–๐ก๐š๐ญ ๐š๐ซ๐ž ๐ญ๐ก๐ž ๐ฉ๐ฎ๐ซ๐ฉ๐จ๐ฌ๐ž๐ฌ ๐จ๐Ÿ ๐ฆ๐š๐ซ๐ค๐ข๐ง๐ ? At the most basic level marking is a check that pupils have completed the work, based on the assumption that completing the work will aid their educational progression. Teachers often state that pupils are only interested in the mark and take little notice of the subsequent comment. In fact, the statistical marks, both for attainment and effort, may be contributing to an overall assessment for the term or academic year. Ideally, marking should give both pupil and teacher an indication of a pupilโ€™s progress. The assessment should direct future learning.

๐“๐ข๐ฆ๐ž ๐ฉ๐ซ๐ž๐ฌ๐ฌ๐ฎ๐ซ๐ž In a class situation, where a teacher may have 15 or more books to mark, there simply is not the time to mark in detail. Consequently, teachers summarise trends, common errors and strengths, verbally during the next lesson. Inevitably, the weakest pupils in the set will require more extensive, individual help, whilst the general comments will not stretch the most able pupils.

๐ˆ๐ง๐๐ข๐ฏ๐ข๐๐ฎ๐š๐ฅ ๐ญ๐ฎ๐ข๐ญ๐ข๐จ๐ง When a teacher has just one piece of work to mark the marking is more analytical and detailed. The teacher assesses the pupilโ€™s learning profile and adapts the planned work accordingly. In a one-to-one situation, the pupil is able to ask for clarification on the teacherโ€™s comments, whilst the teacher can develop written comments further. Furthermore, the teacher is able to set further tasks based on the pupilโ€™s individual needs.

๐Œ๐ข๐ง๐ž๐ซ๐ฏ๐š ๐“๐ฎ๐ข๐ญ๐ข๐จ๐ง ๐จ๐Ÿ๐Ÿ๐ž๐ซ๐ฌ ๐ช๐ฎ๐š๐ฅ๐ข๐ญ๐ฒ ๐ญ๐ฎ๐ข๐ญ๐ข๐จ๐ง ๐ข๐ง ๐ญ๐ก๐ž ๐œ๐จ๐ฆ๐ฉ๐ฅ๐ž๐ญ๐ž ๐ซ๐š๐ง๐ ๐ž ๐จ๐Ÿ ๐š๐œ๐š๐๐ž๐ฆ๐ข๐œ ๐ฌ๐ฎ๐›๐ฃ๐ž๐œ๐ญ๐ฌ ๐š๐ญ ๐ˆ๐†๐‚๐’๐„, ๐€ ๐‹๐ž๐ฏ๐ž๐ฅ / ๐ˆ๐๐ƒ๐ ๐Ÿ๐ซ๐จ๐ฆ ๐ญ๐ž๐š๐œ๐ก๐ž๐ซ๐ฌ ๐ฐ๐ก๐จ ๐š๐ซ๐ž ๐Ÿ๐ฎ๐ฅ๐ฅ๐ฒ-๐ช๐ฎ๐š๐ฅ๐ข๐Ÿ๐ข๐ž๐ ๐š๐ง๐ ๐ก๐ข๐ ๐ก๐ฅ๐ฒ ๐ž๐ฑ๐ฉ๐ž๐ซ๐ข๐ž๐ง๐œ๐ž๐. For details of how we can help your child, please contact Valerie Weston on: Email: valerie.weston@minervatuition.com Phone: +852 6156 5705. We would be delighted to hear from you.


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MINERVA TUITION HK

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MINERVA TUITION

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Mrs V A Weston

(+852) 6156 5705

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