Marking, grading or feedback?
Wednesday’s #mufuchat got me thinking about assessment. Again. In particular it got me thinking about how muddled our vocabulary can become on the topic. Not only does the ‘teach-speak’ jargon often fall victim to interpretation (ask ten teachers what ‘formative assessment’ means and I’m confident that you’ll get ten different answers) but even the simplest of words seem to have become synonymous with each other.
In this blog post, I want to look at three words that I feel need to be seen as distinct when used by teachers. Specifically, they are:
“I’ve got so much marking to do”
What I mean by ‘marking’
What I mean by ‘grading’
What I mean by ‘feedback’
Does it matter?
Giving pupils feedback makes them better musicians; it’s really important. Marking and grading? They’re important too but, to my mind, they should play second fiddle to feedback.