How can our TAs mark effectively during the lesson? When TAs work with a group or a child during the lesson, their feedback to children needs to be reflected in the recorded work. This is so that others can see the impact of the children’s TA’s interactions with the pupils and so the teacher can see what learning has taken place beyond what the child has recorded. TAs are not expected to mark work outside of the lesson. children’s TAs are to use a blue pen, and any responses from pupils must be in purple. TAs are encouraged to throughout the lesson to give the pupils instant feedback: ‘mark’ the correct answers as they go child’s incorrect answers highlight this in orange and ask them to now correct it in purple pen – Use orange to show where you have intervened and asked them to go back and change/amend their work so far in purple pen e.g. put in the missing capital letters for the proper nouns. ██ Now Think of an adjective that could go here to describe his voice. ██ Try this addition again using the arrow cards to help you. ██ Ensure the pupil follows this through with a purple pen and tick when they have achieved it. TAs are asked to reflect on the learning that has taken place, including support given e.g.: You needed help to find a conjunction that made sense for this sentence. You asked for help when using the protractor / I showed you how to use the protractor. You noticed that / You asked an … interesting question: “…” TAs can mark at the very end to summarise in the following ways: Green highlighting Highlight something that the pupil should be proud of and justify why you – have coloured something in green e.g. You thought hard about an opening sentence. It is bossy so it grabs the ██ reader’s attention. Try to avoid phrases or sentences that praise without justifying e.g.
How can our TAs mark effectively during the lesson? When TAs work with a group or a child during the lesson, their feedback to children needs to be reflected in the children’s recorded work. This is so that others can see the impact of the TA’s interactions with the pupils and so the teacher can see what learning has taken place beyond what the child has recorded. TAs are not expected to mark children’s work outside of the lesson. TAs are to use a blue pen, and any responses from pupils must be in purple. TAs are encouraged to ‘mark’ throughout the lesson to give the pupils instant feedback: the child’s correct answers as they go incorrect answers – highlight this in orange and ask them to now correct it in purple pen Use orange to show where you have intervened and asked them to go back and change/amend their work so far in purple pen e.g. ██ Now put in the missing capital letters for the proper nouns. ██ Think of an adjective that could go here to describe his voice. ██ Try this addition again using the arrow cards to help you. Ensure the pupil follows this through with a purple pen and tick when they have achieved it. TAs are asked to reflect on the learning that has taken place, including support given e.g.: You needed help to find a conjunction that made sense for this sentence. You asked for help when using the protractor / I showed you how to use the protractor. You noticed that … / You asked an interesting question: “…” TAs can mark at the very end to summarise in the following ways: Green highlighting – Highlight something that the pupil should be proud of and justify why you have coloured something in green e.g. ██ You thought hard about an opening sentence. It is bossy so it grabs the reader’s attention. Try to avoid phrases or sentences that praise without justifying e.g.
TA-Toolkit-Crowland-SouthView.docx