Marking Policy Lincoln Castle Academy
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1 Marking Policy Lincoln Castle Academy This Policy has been approved by the Headteacher Signed Date:.. This Policy has been approved by the Governing Body Signed Date:... Reviewed August 2014 Next Review Date of Policy August 2016
2 Marking Policy Philosophy We believe that verbal feedback and constructive marking help raise standards. These strategies form the most useful and powerful ongoing diagnostic record of achievement. Feedback and marking makes tracking of learning objectives and outcomes for individual students on a day-today basis manageable and feeds onto the next cycle of planning for teaching. It is also an extremely effective medium for ensuring that the students are aware of their own progress and how they can improve. Aim Within our Academy we believe a feedback and marking policy, which is shared with both adults and students will: Create a dialogue between the student and teacher/support staff or other adults; Ensure continuity for the student as they move through the Academy; Signal areas of achievement/areas for development to adults and students to inform future planning; Aim to raise the achievement and self esteem of students by providing them with prompt, regular and diagnostic feedback about their work. Shared Principles of marking It provides opportunities to celebrate and acknowledge achievement, progress and effort; It provides opportunities for prompt and regular written or spoken dialogue with the student; Teachers/support staff and students 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 students provide constructive suggestions about ways in which the student might improve their work; Teachers/support staff and students agree the next steps; Teachers and students follow up agreed targets to see how far they have been achieved. Procedures Teachers will mark in RED pen and students will respond in GREEN pen The SCHOOL (4lvls) end of year/course target must be known and understood by the pupil and be clearly visible at the front of each pupils book/work folder Pupils should know the current level they are working at and what they need to do to reach or exceed their target Work must be marked regularly so pupils are informed of their achievements and know the areas to develop in order to improve their overall performance. Pupils work should be marked following the WWW/EBI guidance below at least once for every 4 taught hours and in full using the marking sticker/grid at least once every 6 week ARR cycle bearing in mind that the data input week is always week 5 of an assessment cycle and should be informed by a set of current assessments. The common approach to marking the pupils work is to use the acronym WWW what went well and EBI even better if When marking a piece of work, feedback should include comments on WWW and EBI. The EBI comment is about clearly articulating a specific target which will achieve maximum improvement. All staff should include literacy (SPAG) in their marking and follow the literacy policy guidelines with respect to this. Attainment grades must be used, giving an indication of the standard of work in relation to the pupil s target given. E.g. a mark out of 10 or a percentage mark may be given for work throughout the module and an
3 overall NC level / GCSE grade at the end of a section of marked work. If it is deemed more appropriate the NC level / GCSE grade may be given at the end of a specific piece of work. At KS3, the grade should be a National Curriculum level with a, b or c sub-divisions where appropriate. At all Key Stages the pupils must be aware of their progress towards their SCHOOL target using EP/OP/UP in discussion with them these are then reported formally to all stakeholders every 6 weeks in the assessment cycle. (See target setting policy and associated parental guidance documents for information on EP/OP/UP) At all Key Stages the pupils must be aware of their ATL in dialogue with teaching staff these are then reported formally to all stakeholders every 6 weeks in the assessment cycle. (See appendix at the end of this policy and associated parental guidance documents for information on ATLs )
4 Stage 1 Marking will inform students on how to improve. Feedback to pupils in the form of verbal and brief written comments using WWW and EBI. Additionally, pupils should be engaged in both self and peer assessment to help assist learning. If verbal feedback is given a response to this should be evident from the student within the work and the teacher should indicate that verbal feedback has been given by placing a V on the work. Stage 2 The marking will include detailed written comments that inform pupils of: Their strengths WWW [what went well?] Areas for improvement - EBI [even better if] The following MUST also be used: Constructive comments using appropriate, student friendly language. Teachers will use their professional judgement in drafting such comments, keeping in mind the aim of nurturing student progress. A SPAG comment / focus should also be included Reference should always be made to progress in relation to their end of year/course target grade Stage 3 Assessment for learning procedures will be used and will engage students in self-assessment and assessment reflection whereby they reflect on their achievements in relation to prior targets and set new ones to improve their knowledge, skills (including literacy) and understanding. Teaching staff must have an assessment dialogue with the student which demonstrates that a student has reflected on the assessment and understands the next steps to take. It is good practice for this dialogue to be recorded in books/on work. Stickers are available for the teacher to use to structure their marking to ensure that all annotations for marking are included for each formally assessed piece. Below is an example of the sticker. Teachers do not have to use the sticker but each element should be included each time formal marking takes place. Date: NC/Grade/Mark: SPAG Focus: WWW: EBI:
5 BTEC Marking There is a separate BTEC Marking Policy which forms part of the suite of Policies necessary for BTEC courses. This can be found in the BTEC area of the intranet and clarification regarding this should be sought from the BTEC Quality Nominee.
6 Setting Smart Targets Meaningful and achievable target setting is a valuable strategy for improving pupil performance. Objectives: 1. To set SMART targets for student performance. 2. To ensure that students are aware of and understand their targets and regularly use them in completing work. 3. To ensure that staff regularly monitor pupil performance in achieving their targets and give specific feedback. 4. To ensure that appropriate, individual student targets are maintained.
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8 ATL Grade Descriptors A Students attitude to learning and conduct are outstanding B Students attitude to learning and conduct are good C Students attitude to learning and conduct require improvement D Students attitude to learning and conduct are a serious concern Learning: Over and above I am engaged in the lesson and make every effort to learn. Behaviour: Resilient, proactive, supportive of others, curious, responsive to challenge, punctual and always organised. Learning: The expected level I am engaged in the lesson and my attitude is consistently positive. Behaviour: Interested in learning, uses advice to improve, able to collaborate, punctual and organised. Learning: Less than we expect I am not fully engaged in the lesson and/or my attitude to learning requires improvement. Behaviour: (whilst some aspects of performance may be good) Learning is impacted owing to poor engagement / passivity / low-level disruptive behaviour / lateness / lack of organisation. Learning: Unacceptable I am not engaged in the lesson and/or my attitude to learning is a serious concern. Behaviour: Lack of self-discipline / disruptive / disrespectful / hinder others progress / persistent unexplained absence.
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