I have become determined to help shape the quality of my students writing as it is worked upon rather than relying on marking a piece and seeing the same errors time and time again. Seems obvious, but I’ve fallen out of this habit.
So I used this quick technique yesterday in order to help structure some peer assessment / critique of an ongoing writing task (in an effort to try and “feed up” at least as much as “feedback” on tasks). Year 8 students have been using their knowledge of evacuation experiences during the Second World War to write a creative diary piece which is, or should be, historically accurate. We began the lesson by asking