This strategy encouraged children to reflect on their own work. After self or peer-assessment, the children would be given the opportunity to edit and improve what they had done so far. This worked really well within my final practice, as the boys loved to improve and always strived to make things better. It was a fantastic way to provide oral feedback with the boys and ensure that they understand how their work could be improved further. We used checklists as a success criteria when they were editing and improving their work as this allowed them to identify areas of strength and development. Although this wasn’t part of the schools marking policy, the class teacher has adapted this further! I would definitely use this strategy again as an NQT as not only does it allow assessment to take place, but also encourages the children to take an independent and conscientious approach to learning.
Here is an example of this strategy in practice. You can see where this child has edited and improved their work through the use of a different coloured pen!