Tickling Pink - Assessment for Learning Marking
How do you mark? Do pupils interact with your comments and annotations? Do pupils understand marking scheme/ policy?
— Chris McWilliam (@mr_macmac) February 27, 2013
I replied to this tweet mentioning the Tickled Pink approach our School has adopted this year. In my current role, my amount of marking is minimal as most of my work is done on iPads. However I asked our Deputy, Miss Brookes, for more information as she has been the one who has implemented it in our school. Here are her ideas behind the Tickled Pink/Green for Growth Assessment for Learning marking scheme we have adopted this school year.
The idea is that you use two highlighters to mark children's work. A pink highlighter for parts of the work that have met the learning challenge/objective and green for places that need improving or could be improved.
- Close the gap marking is done through tickled pink and green for growth and relates on to the learning objective.
- Highlighting should be done in a way which is clear to the child which will be through the child's word or punctuation marks.
- The children's work should not be dominated by highlighting and pink should outweigh green.
- Written comments at the end of the child's work clarify for the child what was good (pink) and what could be improved or extended (green.)
- Teachers use a range of agreed symbols to illustrate to children their area of pink or green.
- Children are actively encouraged to tick or respond to the teachers comment once they have read it or it has been read to them.
- Children can self assess their own work or 'peer mark' by using pink and green pencil crayons to underline areas of writing that they think are pink/green.
Some examples of tickling pink in action: