I often find that once students receive their grade in an assessment they do one of two things. If their grade is higher than their target they don’t see the need to look at areas where they could still improve. On the other hand, those who fail to meet their target can sometimes become despondent and switch off.
After marking assessments I now refuse to give students their grades until they have identified all their lost marks They then use mark schemes and each other to improve their answers. I then insist they create a revision resource such as a flashcard or mind map for the concept they struggled with the most. Then and only then do they receive their grade.
Initially, this was met with apoplexy and some complaints from parents. However, after explaining my reasoning all agreed that grades are not as important as a mindset that always strives to do better.
@Biologyteach73 Science teacher – Wiltshire
The article originally appeared in the February edition of UKEdMagazine,which is freely available on Issuu
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