If making progress in mathematics is about getting lots of questions correct, remembering procedures and being able to reproduce them, then marking and giving so many out of 10 or 20 may make some sense. If, on the other hand, you see mathematics as effectively learned only by experimenting, questioning, reflecting, discovering, inventing and discussing, then assessing by giving a grade will not show you that the students are progressing. If you want students to become more independent and to use their own initiative, looking less often to their teacher for direction, then you will want to use other ways to assess that allow students to become more self-reliant and active in their learning.
Allow about 2 hours
Think about the last work that you marked from a class that you have taught. How did you mark it? Why did you mark it? When did you mark it? Note down your answers.
Now consider the following:
How, why and when you mark is important in making sure that the students use your feedback to help them improve. You should mark work that is worth marking, at a time when the students can use the feedback you give to make a difference – otherwise your effort may be wasted.
Now think about the next topic you are going to teach. Consider each piece of work that you might ask the students to do and look at the following points.
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