Marking Policy (New Policy September 2014)
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1 Marking Policy (New Policy September 2014) Date of Original Policy: September 2013 Member of Staff Responsible: Andrew Matthews, Assistant Head Standards and Achievement Review Date: May 2016 Approved by SLT on 16 April 2015 To be approved by Curriculum & Assessment Committee 18 May 2015 Minutes of C&A to be approved at Full Governors The monitoring of the effectiveness of this policy is the responsibility of the Governors Curriculum and Assessment Committee. This policy was reviewed and has been impact assessed in the light of all other school policies including the Disability Equality 1
2 Contents: Rationale Aims of the Policy Objectives Effective marking Minimum Expectations Regularity of marking Providing guidance Monitoring the quality of marking Awarding grades and levels 2
3 Rationale The aim of Parkside is to enable students to achieve the highest level of attainment of which they are capable. Marking is about responding appropriately to students work. It is a way in which we can help students to make further progress. Effective marking plays an important role in helping students to become confident, autonomous and independent learners, which will help them throughout their time at Parkside and in adult life. Effective marking provides a means to allow a parent/carer to become involved in their child s learning and in so doing, can promote the engagement of the community with the School. Aim of the policy To describe the processes and structures existing within the school through which the marking of students work contributes to the raising of standards and provides students with relevant and appropriate information to help them improve. Objectives This policy will enable staff within Parkside to: Adopt consistent approaches to the marking of student work. Be aware of the minimum expectations with regard to marking student work. Understand the benefits of effective marking. Effective marking 1. Shows that students work is valued and provides opportunity for praise. 2. Encourages students by recognising achievements, however small. 3. Helps students to be aware of how well they are doing and what progress they are making. 4. Should provide guidance which will tell students what they need to do to improve. 5. Will inform parents and other staff of a student s progress. 6. Must relate to the intention of the lesson or task or to specific success criteria. 7. Is valued and understood by students. 8. Will inform lesson planning at short, medium and long term. 9. Is consistent throughout the school. 10. Is carried out regularly in accordance with departmental policy. 3
4 Minimum Expectations All staff must adhere to the marking guidelines as advised in the Literacy Policy appendix A at base of policy. These guidelines are to be placed in the front of all students books so that they are able to reference them throughout the year. The following guidelines are necessary so that students and their parents/carers are aware of the purpose of marking and of our mutual minimum expectations. They should create the consistent approach that is necessary: Regularity of Marking Marking is only meaningful when it is carried out regularly. Marking should not be confused with assessment; there is already a whole-school expectation that formal assessment grades/levels form a part of the holistic progress levels which are inputted three or four times per year depending on the specific year group. (see the Assessment, Recording and Reporting policy). Marking is the physical annotation of students work and should occur at least once per fortnight for most subjects. All annotations and marking of student work must be completed in a contrasting ink to the students work; in this case red ink is preferable. Students are expected to regularly self and peer mark their work. Evidence of this should be shown in green ink and the type of marking should be indicated. In subjects where students self-mark, use peer assessment or where written work is largely notes; all work should be marked for SPaG, that is Spelling, Punctuation and Grammar. All misspelt words should be highlighted with a yellow highlighter Missing work should be indicated and there is an expectation that students would complete this. Teachers or Teaching Assistants may wish to reward at this stage or target students for intervention strategies. Exemplar Guidelines Subjects that teach students 3 or more lessons a week Subjects that teach students less than 3 lessons a week At least 1 example of formative assessment and marking including MAD time every 2 weeks At least 1 example of formative assessment and marking including MAD time every 3 weeks 4
5 Providing Guidance Advice targets should be a regular feature of teachers comments on students written work, especially where that work is a piece of extended writing or a homework that has been completed. These should follow the rules of: WWW What Went Well an assessment of the quality of the piece of work with a grade or level given EBI Even Better If an indication of what a pupil would need to do in order to improve their work. These should provide clear guidance to advise students what they need to do to improve their work and should be developmental and diagnostic. Students should be given an opportunity to respond to this feedback during designated Making A Difference (MAD) time. This time should be carefully planned for within the scheme of work and allow significant opportunity for students to improve. MAD time work should be reviewed by the member of staff and indication of any change to the quality of the work should be recorded Monitoring the quality of marking Marking is monitored by Heads of Department/SLT as part of their internal monitoring process in work scrutiny, progress walks and during lesson observations with opportunities for feedback in Curriculum area meetings. Monitoring is a regular feature of line management meetings between Middle Leaders and the Senior Leadership Team. There will be 3 designated work scrutinies within an academic year, which will happen termly. Grades for the quality of work will be recorded and used by Heads of Faculty in their self analysis. Please see appendix B for the proforma used in work scrutiny. Awarding Grades and Levels If subjects need to award grades related to performance, they should use only National Curriculum GCSE Grades. When referring to the progress being made by a student, teachers should avoid unnecessary confusion by relating this to a student s progress towards their end of year and/or end of key stage target. Effort grades are extremely confusing for students and should not be used, although written comment on the work should be used to reflect the effort the teacher believes has been made by the student. These should feature praise whenever appropriate. 5
6 APPENDIX A: RATIONALE: To ensure a commonality in marking. To correct basic and subject specific language, punctuation and grammar (SPaG) To ensure students address developmental marking. REQUIREMENTS OF ALL STAFF IN LINE WITH CURRENT MARKING POLICY Students to address comments in marked books during MAD time. Staff to highlight up to five spelling errors with an S or a, with staff either providing the correct spelling or pupils to find using dictionaries Students write out correct spelling five times Correction of misuse of full stop, comma and question mark. All to use the letter P Corrections of the misuse of verbs e.g. I have wrote and other grammatical errors suing the letter G or a Corrections of misuse of capital letters e.g. I for self and capital letters for proper noun is a C or a These will be monitored by classroom teachers, Heads of Department and the Senior Leadership Team (SLT) ALL PUPIL BOOKS OR FOLDERS SHOULD HAVE A COPY OF THE PARKSIDE PLEDGE THAT PUPILS CAN ACCESS TO REMID THEM OF THE STANDARDS WE ARE AIMING TO UPHOLD 6
7 Appendix B Date: Name: Department: Students Names Year: Class: Year: Class: Year: Class: Teaching Literacy corrected (SPaG) Marking policy followed (WWW, EBI) Achievement Is work differentiated for the ability of student within the class (i.e. work not all the same) Feedback and targets set by teacher are based on success criteria Responses from students are detailed and show they are making progress over time Behaviour Books/ work neat & tidy/free from graffiti Tasks completed/incomplete or missing work followed up Grade Outstanding 1 Good 2 RI 3 Inadequate 4 GRADE Accurate and productive use of assessment- Teaching Frequent and consistent high quality marking and feedback means that pupils understand how to improve and therefore make rapid gains. Understanding is checked throughout the lesson. Written marking and feedback are regular and accurate so pupils understand how well they have done and what they need to do to improve. Understanding is checked. ` There is need to ensure that feedback promotes learning and progress more effectively. Feedback does not promote further learning and progress. Marking is infrequent and fails to provide pupils with guidance on how to improve General Comments Areas of Strength Areas of Development Signature of Observer: Date of Feedback: 7
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