Sharing success criteria and perfectly modelled answers is advocated in many teaching and learning handbooks, but what about turning your students into budding GCSE exam markers?
Spending time on exploring the meaning of assessment objectives and their use within the marking criteria is worth the effort if students are able to self and peer-assess each other's work with examiner scrutiny.
As an English teacher, marking essay responses is always a bit of a subjective job and when moderating across a department it becomes even clearer that mark schemes require interpretation.
If you teach a traditional arts subject, which in the exam requires longer response answers, then it is likely that the marking becomes less about spotting the right answer and more about interpreting the response in relation to the marking criteria. This is what I like to refer to as the critical eye.
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