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# The World Is Maths

### May 2017

I wrote in this post about how many examples of poor feedback and ridiculous marking I have come across in recent years, much of which is still going on now.  Examples of ridiculous and pointless marking include tick-and-flick, “dialogic” or “triple” marking, anything that makes more work for teachers than students, and anything that provides feedback far too long after the original work was completed (we all know how short our students’ memories are!)

I also mentioned how we are trying to find a better way in our maths department, and the exit ticket forms the basis of this.

After discussions with SLT I’ve designed a new Feedback Policy for the department (note, not a Marking Policy).  As with everything I do, it’s a work in progress and I want to get things right.  When thinking about feedback I have three overarching aims:

1. Feedback must help students to improve.
2. Feedback must be useful to teachers.
3. The benefits must outweigh the costs.

I will come back to these at the end, but first here is the policy. Continue reading “Designing a Feedback (not Marking) Policy”

Truncation is new to the National Curriculum and the GCSE and there aren’t many resources out there (textbooks or worksheets).

I found a decent presentation by Rory Mathews, with some handy quick-fire questions on it.  It comes with a worksheet, but there is only a handful of truncation questions on the worksheet before it goes into rounding, so I’ve made a very simple worksheet with practice questions on truncating and writing the error interval for a truncated number.

After spending time on the basics, we’ve done this really nice activity by Peter Mattock which pretty much finished off the topic (apart from all the times we’ll revisit to stop them forgetting, of course!)

That’s it.  An appropriately short post I hope.