EDUCATIONAL DIVERSITY FEEDBACK & MARKING POLICY

1. Rationale

●      Marking informs planning and intervention.

●      Verbal feedback and constructive marking informs pupils how to improve.

●      Effective and regular feedback and marking is critical to pupil achievement and the development of independent learning skills.

●      Marking and feedback will be consistent with the principles of Assessment for Learning (AfL). 

2. Aim

To establish a broad, consistent approach to the way in which we feedback to pupils’ and their work is marked so they feel valued and have a clear understanding of how well they are doing.

3. Shared Principles of Feedback and Marking

●      It provides an opportunity to celebrate and acknowledge achievement, progress and effort;

●      It provides opportunities for prompt and regular written or spoken dialogue with the pupil

●      Teachers/support staff and pupils are clear about the learning objectives of the task and the criteria for success and marking is directly related to these;

●      Teachers/support staff and pupils provide constructive suggestions about ways in which the pupil might improve their work

●      The next steps and targets are mutually agreed

4. Definitions and Practice

●      Classwork – written work and other work completed within the time of the lesson.

●      Extended learning – written work or other directed to be completed outside of lesson time.

●      End of Unit Assessments – common tasks for whole groups/cohort of pupils to particularly assess their understanding for example at the end of a unit. They are summative, judging pupil attainment and therefore progress made at a given point in time. They will inform school data monitoring and intervention by the subject.

●      Self assessment – pupils complete a piece of work being aware of the success criteria. They then mark their own work according to these criteria and are able to identify positive aspect and areas for development.

●      Peer assessment – Pupils are organised in learning pairs (‘Study Buddy’) within an environment of mutual respect. Using success criteria and mark schemes they mark each others completed work, feedback and note positive aspects and areas for development.

(Self and peer assessment needs to be structured so that pupils are trained in how to do this and that their skills of assessment are developed)

●      Teacher assessment – formative assessment will vary according to each subject and/or Centre. This could be a combination of oral feedback, light touch marking: ticks, numbers, traffic light system, two stars and a wish, stickers, initials etc. and more detailed formative assessment which informs the teacher and pupil of learning progress and identifies targets to inform further progress. Staff should also recognise effort as well as quality to the work.

Classwork marked by the teacher should normally be returned to pupils no later than a week after the work is completed.

Formative marking

Formative marking should consist predominately of written comments supported by verbal feedback. The feedback should provide pupils with information on how to progress and improve their work and pupils should be given the opportunity to reply and state how they are going to achieve this.

Please note grades are not always necessary.

Specific success criteria which, is shared with the pupils must form the basis of comment only marking. This can consist of level descriptors, exam criteria or marking schemes generated by the teacher.

Work that is assessed formatively must have “what went well” (www); “even better if” for key stage 3 & 4 and “tickled pink” (pink pen) or “green for grow” (green pen) for key stage 2 comments and the date marked. Also record verbal feedback has been given when possible via ‘VF’ or using a stamp.

The time for the pupil to respond to the comments in order to improve must be found within class time to enable peer or teacher support if required.

Summative marking

Grades are not always necessary. They can be meaningless given the size/nature of the task and can distract from improvement grades. However, it is important for teachers, parents and pupils to know periodically how well the learning is going and what still needs to be done. Pupils need to be clear about what to do to progress from one level/grade to the next (target) and equally should be clear about the expected progress they should be making through the key stage.

In order to support this process:

●      Levels and grades as well as success criteria should be translated and shared with pupils using appropriate language.

●      Key pieces of work will be awarded an attainment grade expressed in terms of a level (including sub levels) or grade.

●      Frequency – termly assessment grades/levels for each subject across the school will be collated and sent to the Data Manager. See appendix ARR cycle

●      Lead Teachers must ensure standardisation processes across their Centre and across the school using success criteria in the form of level descriptors, exam board criteria or mark schemes for the specific piece of work occurs at least once a term.

●      Lead Teachers must ensure on-going moderation and work sampling of pupils’ work throughout the year.

●      Current summative grades will form the key information to report to parents.

Recording of marks

Teachers must record all marks and grades either electronically or manually.

Colour of ink

Marking using a colour which contrasts with the pupil’s work is recommended.

5. Responsibilities

Role of the Deputy Headteacher with responsibility for Curriculum and Teaching and Learning

●      To ensure that the feedback and marking policy is implemented whole school.

●      To ensure that good practice is shared through CPD opportunities.

●      To ensure that pupils are aware of their progress and areas for improvement.

●      To support Lead Teachers where appropriate in the implementation of the policy.

●      To monitor and evaluate the impact of the feedback and marking policy.

Role of Lead Teachers

●      To ensure that the feedback and marking policy is implemented across all teachers and pupils in their Centre.

●      To monitor the quality and regularity of marking.

●      To support individual teachers where appropriate.

●      To ensure that all pupils are aware of their progress and areas for improvement.

6. Monitoring and Evaluation

●      SLT will carry this out through the SEF process

●      School Improvement Partner through termly meetings

●      All teachers must complete the monitoring of sample books (test papers, course work) half termly. This must include working across Centres and key stages if appropriate and use monitoring sheets to record the outcome /findings.

7. Other Policies

This policy should be read in conjunction with other policies/documents:

●      Curriculum policy

Date: February 2015

Review date:

 

Educational Diversity

Marking Symbols

Well done you have got it right!

X

You have made a mistake here. Try again.

TG

Your target for next time.

V

Vivos earned

Oval Callout:

Something to think about for next time

SP

Check your spelling

P

Punctuation

//

New paragraph needed

T

Check your use of tenses

 

 

I

Independent work

S

Work supported by an adult

VF

Verbal feedback given

 

Work Sampling Template for Educational Diversity

Name:                                                 Centre:                                                    Subject:                                          Date:

Frequency of marking / feedback

Are there examples of work marked in detail within an appropriate period of time?

Evidence

What’s going well?

Areas for improvement

Actions

Monitoring of progress

Are pupils able to track their progress e.g. towards their targets?

Are staff recording pupil progress effectively? Are they up to date?

Is work graded?

Is there consistency across the Centres?

 

 

 

 

Quality of written feedback

Do pupils receive quality written feedback based of AFL/APP/ NC/other?

Is the feedback constructive?

Do pupils have an opportunity to respond to the feedback/targets?

Is there consistency across the Centres?

 

 

 

 

Verbal feedback

Is there evidence of verbal feedback?

Is there evidence that pupils respond to verbal feedback?

Is there consistency across the Centres?

 

 

 

 

 

Peer and self assessment

Are pupils given the opportunity to assess their own and others work?

Do they provide fair and helpful feedback to each other?

Is self and peer assessment planned for within schemes of work?

Is there consistency across the Centres?

 

 

 

 

Extended learning

Is extended learning evident?

 

 

 

 

Presentation

Is poor presentation challenged appropriately?

 

 

 

 

Marking for literacy

Do pupils receive feedback on use of grammar, spelling, punctuation and subject specific language?

 

 

 

 

 

Saturday, September 23, 2017
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