Teacher Markbook: Class Record Book, Grade Book, Attendance Log Book, Perfect Gift for Teachers (Teacher Markbooks)

£2.525
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Teacher Markbook: Class Record Book, Grade Book, Attendance Log Book, Perfect Gift for Teachers (Teacher Markbooks)

Teacher Markbook: Class Record Book, Grade Book, Attendance Log Book, Perfect Gift for Teachers (Teacher Markbooks)

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Price: £2.525
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I really like the fact this is a single markbook with all features and whilst on first appearance the markbook looks really useful, since using it, there are a number of flaws that have appeared which given the initial cost are disappointing. When entering scores, I often use a code such as ‘nh’ for no homework in place of a numerical score. This has the effect of awarding an ‘star’ for that homework and thereby affecting the overall grade. Would it be possible to allow for letter codes to go in as well?
Consistency across a department or a school is still important, but this can come from consistent high standards, rather than unvarying practice. Shared expectations of marking will help everybody to be clear about what is required of them, but each subject and phase should be able to determine the policy in their areas…’ (Paragraph 22) Ineffective marking) can be disjointed from the learning process, failing to help pupils improve their understanding. This can be because work is set and marked to a false timetable, and based on a policy of following a mechanistic timetable, rather than responding to pupils’ needs. It can be dispiriting, for both teacher and pupil, by failing to encourage and engender motivation and resilience.’ (Paragraph 17) In favor of simplicity and flexibility in my spreadsheets, instead of calculating each of these totals separately then combining them to get the final grade, each assignment is given either a number of points or a weighting factor. See Weighted Mean on wikipedia.com for a mathematical description.

It should also be noted that the Review Group has stressed that the use of marking for this purpose can undermine its effectiveness for pupils and its manageability for teachers: Suitable for any subject area regardless of how or what you assess. Show or hide up to five different assessment objective columns for each assessment. Teachers’ planning, preparation and assessment (PPA) time is self-directed time in which teachers have the opportunity to undertake tasks including assessing the work of the pupils for whom they are responsible. The NASUWT is clear that marking therefore represents an entirely appropriate use of PPA time.

This is the Full paid for version of the Electronic Teacher Planner/Mark book spreadsheet. The Free evaluation version is available at: https://www.tes.com/teaching-resource/electronic-teacher-planner-mark-book-free-evaluation-version-11912398 The Review Group identified the overuse of deep marking as highly problematic and is a significant contributor to excessive teacher workload. It was clear that the use of deep marking is too often imposed for reasons related to the internal accountability of teachers rather than the contribution it makes to supporting pupils’ progress: Powerful ‘at a glance’ and on the go analysis of individual student progress, each assessment or classes as a whole.

This guidance sets out some key principles that can, and should, be reflected in all schools’ policies and practices.As noted above, while it is reasonable for schools to establish consistent expectations in relation to marking, teachers should be given responsibility for developing effective approaches for their subjects and phases rather than having rigid and burdensome requirements imposed upon them: Inspectors will not use work scrutiny to evaluate teachers’ marking . Inspectors will connect work scrutiny to lesson visits and, where at all possible, conversations with pupils and staff.” Marking expectations: how have schools reduced marking for teachers? The key is for schools to challenge and review their marking practice, making sure they are considering the impact on teacher workload when setting expectations. Teachers will be better able to exercise their professional judgement about the type of work to be set, including more extensive written tasks, if the marking load is manageable and when released from the burden of deep marking every piece of work.’ (Paragraph 25)

In this version, both the grade scale and the recorded grades are based on a 4.0 grade point system. This type of system might be used by a class in which all grades are subjective and the grading on each assignment is by letter grade. I would have liked to make the template work so that you enter the actual letter grades, but that turned out to be too complex, so instead, the grades are recorded by converting the letter grade to the equivalent point value. In a recent survey by Teacher Tapp , they found that most teachers are spending at least 3 hours marking per week and some mark up to 15 hours per week. The time taken to mark does not always correlate with successful pupil outcomes and leads to wasted teacher time. Examples of disproportionate marking practice include: extensive comments which children in an early years’ class are unable to read, or a written dialogue instead of a conversation. If teachers are spending more time on marking than the children are on a piece of work then the proportion is wrong and should be changed.’ (Paragraph 23) The headteacher explains, “ Overall, the marking approaches have worked really well. Teachers still have to spend time after school looking at books, but much less time. Pupils have to think harder and put effort into improving their work.” Filter by assessment type to offer even more powerful analysis of class strengths and areas for improvement.Finally, I've updated the code for the grades so that if you enter an 'N' in the mark column, it won't assign a grade.

Dropping the lowest exam score or quiz score is a popular way to make students happy, but weighting factors can complicate this. If you give 3 exams and allow the lowest score to be dropped, it is easy to figure out which one to drop IF all exams are worth the same number of possible points - you drop the assignment with the lowest % score (or lowest points earned - it will be the same). What if the exams have different weights, how do you know which one has the largest negative effect on the grade? Consider the following scenario in which the overall exam score is calculated as the Total Points Earned divided by the Total Points Possible: The Review Group’s report makes clear that marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work:



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