Marking with DIRT
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