Marking with DIRT

Ron Berger @RonBergerEL

“Most discussions of assessment start in the wrong place. The most important assessment that goes on in a school isn’t done to students but goes on inside students.

How do we get inside students’ heads and [improve] quality and effort” (P103, ‘An Ethic of Excellence’)

David Didau @learningspy

Alex Quigley @huntingenglish

Peer assessment – DIRT. Triple impact marking

Year 8 DIRT time – MID TOPICTARGET DIRT TIME TASK

1. Use complex keywords in your answer

Use the following words in a sentence: porous, dense, viscous, igneous

2. Use more than one step to explain

Explain the difference in crystal size due to cooling by using the phrase: ‘this means that’ and ‘because’

3. Use evidence to help explain Rewrite the conclusion linking to crystal sizes using numbers from your results

4. Compare the properties of the different types of rock

Draw a 3 circle venn diagram and compare the 3 types of rock

5. Work on spelling of scientific words

Use the dictionary to find the spellings of 5 different words in this topic – write each 5 times

6. Summarise your findings when reviewing work

Complete the rock cycle diagram

Year 9 DIRT time – AFTER ASSESSMENTTARGET DIRT TIME TASK

1. Apply complex keywords correctly Explain why bacteria decaying manure can support plant growth in a green house

2. Use more than one step to explain Explain why photosynthesis allows root growth using the idea of photosynthesis, glucose production, transport and storage

3. Describe information from graphs in full

Complete 9(b) again on your DIRT time page. Redraw the graph.

4. Apply knowledge to a new scenario Explain why marram grass are adapted to reduce water loss

5 Define complex keywords and learn them

Include respiration and photosynthesis in a sentence

6. Demonstrate the parts of a cell Draw a plant cell and include the labels

7. Identify elements correctly in a compound

Find the names of the elements in NH4NO3. State the number of elements and the number of atoms

Using green pen to demonstrate improvements

Year 11 DIRT time - Consolidation

TARGET DIRT TIME TASK

1. Learn the structure of a yeast and bacterial cell and compare them

Draw a yeast and bacterial cell and label them

2. Describe the functions of the organelles in a cell

Write out the function of the organelles: Cell membrane, cytoplasm, nucleus, vacuole, ribosomes, mitochondria

3. Explain the function of the leaf using knowledge of the cells in a cross section

Explain how each layer of cells perform a function in the leaf tissue e.g. upper epidermis, palisade mesophyll etc.

4. Compare different types of cell with each other

Describe the difference between a yeast cell and a plant cell

5. Explain movement of oxygen and carbon dioxide in cells

Draw an animal cell and explain how the gases would diffuse and which direction they would go

Helping students to consolidate learning

Redrafting answers – Students see how they’ve made progress

immediately

So why do it?

• Most time consuming part of DIRT marking is generating specific tasks linked to targets

• Other than this it reduces marking time and increases impact

• Not having to write similar targets many times

• Students are more involved with assessment process

• Has a demonstrable impact on progress• KS4 students more likely to complete IS well

first time to prevent them from having to stay back