Dene Community School MARKING AND FEEDBACK POLICY. September 2014
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- Belinda Harrell
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1 Dene Community School MARKING AND FEEDBACK POLICY September 2014 OFSTED Outstanding criteria for Quality of Teaching and the Use of Assessment to Support Learning states; The most important role of teaching is to promote learning and the acquisition of knowledge by pupils and to raise achievement. Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning. Ofsted 2014 Fundamental principles Feedback and marking are important aspects to support a student s learning and progression. Teachers spend a large proportion of their time assessing and marking students work; it is therefore essential that comments made are relevant to learning objectives and have substance and direction. The Aims and Purpose of marking and feedback at Dene Community School are: To provide appropriate information for students to enable learning and ensure progress for all. To enable teachers to show how they are fulfilling their aims and meeting school requirements. To assess work to inform future planning for achievement of targets for all students. Dene Community School - Marking Policy September
2 Dene Community School Agreed marking procedures SECTION 1: Frequency of marking and feedback, roles and responsibilities (pg 2) SECTION 2: Tracking of progress, use of levels and grades and target setting (pg 3) SECTION 3: Quality of feedback (pg 4) SECTION 4: Marking for literacy (pg 5) SECTION 1: Frequency of marking and feedback, roles and responsibilities. Marking of work should take place as soon as possible following completion in order to ensure impact and provide time for the student to respond. It is expected that books and files should be marked at least fortnightly. This should be linked clearly to learning objectives, outcomes or targets for the student. This may relate to levels or grades as appropriate. Detailed feedback with curricular targets set for the subject, related to levels or grades should be completed each half term by the teacher and subject leader. Students should mark their own work or their peers in class with a different coloured pen than the teachers, this should be checked by the teacher and acknowledged and included in markbooks as appropriate. Feedback from oral or practical work could be logged in the students book and departmental tracking documents / electronic markbooks / staff planners if appropriate. Markbooks may be paper based or electronic and the central recording system should be used to collate this. There is an expectation that students will respond to marking by improving or repeating work as instructed in the feedback. This should be monitored by the class teacher and intervention should take place if a student causes concern. Marking and feedback will be subject to regular monitoring by the subject leader and senior leadership team in accordance with the schools monitoring and evaluation calendar. Dene Community School - Marking Policy September
3 SECTION 2: Tracking of progress, use of levels and grades and target setting. Marking and feedback to students should be tracked across the year and key stage / stages to ensure continuity and progression as students move from teacher to teacher and key stage. Teacher marking should feed into departmental tracking materials which link to the school tracking system. Working at levels for KS3 and projected grades for KS4 should be used half termly for data collections, derived from classwork information and any formal assessment activities. Target levels and grades should be discussed and agreed with students and referred to in feedback and marking of classwork as appropriate. These will be displayed in exercise books, as stickers or on departmental tracking materials which prompt students to write in their current levels, assessments and targets for improvement. Learning mats / progress ladders should be used in subjects to clarify expectations for levels and grades and to support the target setting process. Self evaluation sheets should be used with KS3 or KS4 students to support their progress and identify development needs. It is expected that evidence of self evaluation should be in each place for all students identified as requiring intervention at KS4. Target-setting related to assessment information and ongoing marking and feedback should be reviewed half termly by teachers and subject leaders as part of the data collection process to adjust targets as necessary and identify intervention needs. Subject leaders, Key Stage Managers and the Senior Leadership Team will monitor the tracking and progress information regularly as part of the monitoring and evaluation cycle. Dene Community School - Marking Policy September
4 SECTION 3: Quality of feedback Effective feedback should incorporate: Regular, prompt and clear guidance, either spoken or written, clear statements on whether the learning objectives have been met and what part of their work needs to be improved. Comments on how the student is to attain higher grades and levels and curricular targets which are manageable and achievable. Encouragement marking should be used. Using praise (What Went Well / Praise) and identification of positives in work to students, followed by a target for improvement (Even Better If / Next Steps). It is expected that staff follow the WWW EBI or PEN approach to marking Smiley faces, stamps and stickers should be used to comment about effort and linked to the rewards system, giving credits to students where applicable. Detailed, summative comments related to end of unit or assessment performance should be justified with an example to show how students can attain a higher level or grade. Effective questioning should be used in response to students work to prompt reflection and action for improvement. Oral feedback and modelling could be used to support students to make progress and identify next steps in learning. We recognise that in some subject areas the majority of marking is given verbally but is summatively recorded in written form to support this. Students work should be showcased to peers and other staff as appropriate, through class activities, departmental work and display. Students are helped most where the quality of the written or spoken comment on their work gives a clear evaluation and constructive advice that leaves them with action points they are able to work on, in relation to their curricular target. Please refer to the Assessment, recording and reporting policy in conjunction with this policy to support monitoring, tracking and target-setting at classroom level. Dene Community School - Marking Policy September
5 SECTION 4: Marking for literacy Marking for literacy is essential for developing communication skills for students at Dene Community School. The marking of literacy is detailed here and should be read in conjunction with the school literacy policy (see appendix 1). Evidence of marking Literacy should be present in written work. Errors could include: spelling errors, capital letters, punctuation or a missing word Marking of spelling should be identified by highlighting the word. There should be an expectation for pupils to respond using agreed school policies. (With the exception of MFL where writing is in the target language) Subject specific vocabulary should be supported in classrooms and expectations from examination boards applied at KS4. Formal English and appropriate grammar must be used in all written work and marked as such. The use of different types of writing should be encouraged and common forms and conventions used. The use of word walls, writing frames, spelling mats etc should be encouraged and departments should provide support materials for literacy in their subject area as appropriate. Support for EAL students and those with special educational needs should be used where applicable. Departmental policies should reflect the whole school marking and feedback policy and include examples of level / grade information, APP guidelines and pupil tracking materials across each key stage as well as materials to support and develop literacy skills. Dene Community School - Marking Policy September
6 Appendix 1: The following guidelines should be followed when marking all work: exercise books and APP assessments. Sp With/without the word underlined Check the spelling and write it correctly C With/without the error circled Correct the missing or misplaced capital letter P With/without the error circled Correct the punctuation error // Begin a new paragraph T Something to target for improvement exp Rewrite to improve expression + Add this... Good point / Well written Excellent point Something done well Dene Community School - Marking Policy September
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