Effective Marking and Feedback Policy
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1 Effective Marking and Feedback Policy Written: March 2015 Review Date: March 2016 Headteacher: Heidi Gallagher Chair of Governors: Alvin Fernandes Policy author: Lucy Hardcastle
2 Effective Marking and Feedback Policy Introduction This policy aims to give all members of the school community clear guidance with regard the rationale, principles, strategies and expectations of effective marking and feedback at Eastrington Primary School. Rationale Eastrington Primary School is committed to providing relevant and timely feedback to pupils, both orally and in writing. Marking intends to serve the purposes of valuing pupils learning, helping to diagnose areas for development or next steps, and evaluating how well the learning task has been understood. Marking should be a process of creating a dialogue with the learner, through which feedback can be exchanged and questions asked; the learner is actively involved in the process. At Eastrington Primary School, we aim to: Provide consistency and continuity in marking throughout the school so that children have a clear understanding of teacher expectations; Use the marking system as a tool for formative ongoing assessment; Improve standards by encouraging children to give of their best and improve on their last piece of work; Develop children s self-esteem through praise and valuing their achievements; Create a dialogue which will aid progression.
3 Principles of Effective Marking and Feedback Effective marking should: Be manageable for staff Be positive, motivating and constructive for children Be at the child s level of comprehension Not penalise children s attempts to expand their vocabulary Be written in handwriting that is legible and a model for the child Be frequent and regular, although it is not expected that every piece will be marked in detail. Allow specific time for the children to read, reflect and respond to marking Involve all adults working with children in the classroom Give recognition and appropriate praise for achievement Give clear strategies for improvement Provide information for the teacher on the success of the teaching Relate to the learning objective/success criteria of the work set, e.g. science should be marked mainly for the science content, not the punctuation. Be consistently followed by teachers and TAs across the school in line with the Effective Marking and Feedback policy Use the agreed Marking Code (See Appendix 2) to correct errors that go beyond the learning objective Effective Marking and Feedback Strategies The following strategies can be used to mark, assess and provide feedback. 1. Verbal Feedback Immediate feedback is the most effective and is therefore more likely to be verbal than written. This dialogue focuses on successes, areas for development and to set targets for future learning. A discussion should be accompanied by the appropriate marking code symbol (VF) in the child s book to serve as a permanent record for the child, teacher and parent. 2. Success Criteria Checklists Success Criteria checklists can be used in all subjects and include columns for self/peer assessment and teacher assessment. These should be differentiated where appropriate. Pupils in Upper Key Stage 2 may devise their own success criteria with support from the teacher. O / X codes should be used in line with the Assertive Mentoring assessment materials. See Appendix 1 for an example (Success Criteria Checklist - for older children). 3. Quality marking and comments Personalised focused quality comments should be used frequently in all subject areas to extended learning and must be differentiated appropriately. This marking is detailed and clearly explains positive aspects of the work (stars) and a next step for the pupil to follow in order to improve and raise the standard of work (wish) thus forming 2 stars and a wish. Marking is carried out in green pen and agreed marking symbols (see appendix 2) are displayed and used throughout the school.
4 4. Response Time We recognise that in order to act on the suggested improvements, children need to be given the time and opportunity to read, reflect and respond to the comments. Children are given Red Pen Response Time thus creating a dialogue between teacher and child regarding the strengths and weaknesses in their work. Marking and Feedback in the Early Years Foundation Stage In the Early Years Foundation Stage, teachers focus on giving verbal feedback to pupils. In addition they: Mark work with stickers and stamps Carry out written observations of children as they learn through play Annotate work and photographs of the children taken by staff Hold regular discussions with pupils about their work Assess specific learning objectives after an adult led task (see focused activity plan) Throughout the academic year staff use information and evidence gathered from the methods above to assess the children against the Early Years Foundation Stage Criteria. Monitoring, Review and Evaluation of the Policy Marking and Feedback will be monitored termly by the Senior Leadership Team and will form part of our annual monitoring cycle. This policy will be reviewed annually, to ensure it is kept in line with any curriculum changes that talk place within the school or externally.
5 Appendix 1 Success Criteria Checklists: I think My teacher Success criteria for speech marks: I have got speech marks at the start and end of the words being spoken. I have used a capital letter at the start of the speech (but not if it continues). I have used punctuation inside the speech marks. thinks I have started a new line every time someone new starts speaking. and O / X codes should be used in line with the Assertive Mentoring assessment materials Marking and Feedback Codes: Appendix 2 In the text In the margin Meaning of symbol Missing word P Punctuation error sp Spelling error Capital letter missing Finger space needed // New paragraph ( ) Doesn t make sense Good idea / point
6 Use at the end of the work or in Success Criteria Checklist VF Verbal Feedback given S (1:1)(1:4) Adult support given V Verbal support / prompt I Independent work O Success Criteria not met or evident / Success Criteria partially met or evident X Success Criteria met or evident Star - Positive point W T Wish - Next step Target
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