Effective Feedback and Marking Policy
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- Madeleine Arnold
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1 Effective Feedback and Marking Policy
2 Park Hall Academy Effective Feedback and Marking Policy (This policy links to our Learning and Teaching/Assessment and Curriculum policies) Introduction We believe that effective feedback and marking is an integral part of learning and teaching and the assessment process. We aim to celebrate our children s success and provide constructive and effective feedback to ensure that children are aware of their next steps for learning. Marking should inform teacher s planning and subsequent learning and teaching. Feedback must enable children to develop as reflective learners and close attainment gaps. Aims and Objectives. Effective marking should; Give constructive feedback to children and inform them of their achievements and the next steps for learning. Relate to the learning objective and success criteria shared with the children. Show pupils that their work is valued and celebrate success. Inform future planning and learning and teaching. Evaluate and assess children s learning. Give children clear strategies on how to improve their work. Practices and Procedures Marking Procedures Marking must be in relation to shared learning objectives and success criteria. We use Learning Objective Achieved stamps to indicate where pupils have successfully met the learning objective. We use pink highlighters to indicate where a child has pleased their teacher by meeting learning objectives / success criteria. These are used throughout children s written work to clearly identify to pupils which specific aspects of their work are being praised. We use the common language Tickled Pink across the school to indicate success. We use green highlighters to identify a pupil s next steps for learning and developmental points which should be addressed by pupils to
3 ensure that learners are continually looking to improve their work. We use the common language Green for Growth across the school to indicate next steps and improvement points. We encourage the use of self-assessment and peer assessment. Children use pink and green crayons to self and peer assess their work, following the same principles taught by teachers in their marking. Presentation should be commented upon where necessary, to praise good presentation and to ensure that children are aware where presentation requires improvement. We use Green pen to record next steps for learning. Pink pen is used to ensure that marking is clear and stands out against the children s work. Children have personalised targets, where a child shows evidence of achieving their targets, this should be commented on in marking. The following codes are used: PA Peer Assessment SA Self Assessment G is used to indicate where work has been completed in a guided group I indicates where a piece of work has been completed independently S indicates supported work VF Verbal Feedback given Where work is marked by a Learning Support Assistant, the adult will initial work to show pupils who has marked their work. We expect Learning Support Assistants to mark work where they have assisted a child or group of children. Supply Teachers are expected to mark work to inform teacher s planning. Children are expected to respond to marking and take opportunities provided by teachers to respond to their comments. Marking is only effective if comments are read and responded to. Developing a dialogue with pupils is a powerful means of empowering a learner. In English we use three stars and a wish. These should again link with the success criteria and learning objectives. In Maths we use pink highlighter to identify correct responses and green to identify errors / misconceptions.
4 Verbal Feedback We do not underestimate the power of verbal feedback. In our Early Years Foundation Stage, feedback needs to be as immediate as possible. Correcting Errors Our marking aims to identify strengths in a child s work and next steps for learning. Marking must focus on improvement not correction. We aim to praise and reward and build self-esteem, allowing pupils to view themselves as successful learners. Where a child has made a number of errors, these will not all be identified as this may result in demoralising a child. Spelling errors etc.. would be corrected as appropriate. For example, high frequency words or words containing a particular phoneme taught would be corrected. In Maths, where a child has made a number of errors, marking would stop when the marker has identified a misconception. The marker would then demonstrate by explaining the correct strategy to use, or reassure the learner that the concept would be introduced to them in order for misconceptions to be addressed. Celebrating Success We reward pupils with the use of team points, (this is indicated using tp), merits, stamps, stickers and by sending pupils to phase leaders for praise. Exceptional work may be placed on the WOW wall by the Principal s office. High quality marking accelerates pupil progress and allows children to achieve their next steps for learning. Monitoring and Review This policy is reviewed annually by the Governing Body.
5 Signed: G. Frost Date Reviewed: September 2015 To be reviewed: September 2017
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