The Tiffin Girls School ASSESSMENT AND MARKING POLICY

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1 The Tiffin Girls School ASSESSMENT AND MARKING POLICY September The principles of effective assessment and feedback In order to enable our students to achieve highly we: 1.1 Share and review learning objectives: providing objectives allows students to engage with the process of learning and encourages them to take responsibility for their learning 1.2 Ensure the learning objectives and intended learning outcomes provide the focus for the feedback 1.3 Provide feedback, both written and verbal that moves the learner forward 1.4 Develop students skills of self and peer assessment by engaging them in an ongoing dialogue about their work 1.5 Feed back in terms of what went well (WWW), what they have been less successful in doing and how they can improve (EBI) and what steps to take next to either improve or stretch their learning (NS) 1.6 Provide a mixture of comment only and graded work. Where grades are given their meanings are to be made clear to all involved 1.7 Provide time and lesson opportunities for learners to absorb and act upon feedback comments. Where re-drafts or improvements are made these are commented upon and recognised 1.8 Provide and model strategies for improvement through teaching 1.9 Use learners outcomes to plan and appropriately pitch the next steps of learning for each student 1.10 Link regular assessment to longer term target setting 2. The purposes of assessment to determine what teachers and learners do next to monitor student progress against baseline data (internally and externally validated data) and aspirational target grades see PTS and Assessment internal procedure so that teachers, Heads of Department and Heads of Year can plan intervention where necessary to enable teachers and learners to track progress in relation to agreed targets informed by school and national data see target-setting policy to measure student attainment against nationally recognised standards (KS3 levels, GCSE and A level grades) to inform interested parties (SLT, staff, governors, parents, students) of the standards students reach

2 3. Marking policy This policy will inform departmental assessment policies which are to be shared with SLT links and found in departmental folders. There will be a variety of departmental assessment strategies which reflects the different style and different assessment needs of all curriculum subjects. Assessment and marking should be frequent, detailed, and accurate and swiftly turned around. In all subjects: 3.1 Assessment Criteria are given to all learners and can be evidenced in their books, folders, on-screen, or viewable at points during lessons 3.2 In KS3, 5 key assessments including one summer piece of detailed summative assessment with appropriate grades or marks out of 20 are undertaken and entered into the tracking mark sheets in line with the school s published assessment windows 3.3 Where appropriate, opportunities should be provided for learners to engage in self and peer assessment 3.4 Written feedback should be given every three weeks as a minimum or within an appropriate time frame for subjects with only 1 contact period per week. (Core PE and PSHE are an exception to this 3.5 Exercise books/files/folders will be checked and marked and when appropriate corrections made including correcting and improving literacy and numeracy see marking for literacy policy 3.6 At all key stages the format of comments - that outline what a student has done well (WWW), what they have been less successful in doing and how they can improve (EBI) and what steps to take next to either improve or stretch their learning (NS) applies 3.7 Individual written feedback per year group should be as follows: Years 7 and 8 Individual written feedback on Key Assessment and class and homework tasks follows the KS3 grid WWW/EBI/NS Key assessments are marked out of 20 in years 7 and 8 following the whole school KS3 mark scheme which allots the marks into bands/levels Year 9 Provides learners with feedback specific to year 9 GCSE style mark grid out of 20 each department is to have a subject specific mark scheme out of 20 which then translates to GCSE grades Years At KS4 and KS5 the specification mark schemes for each examination board should be used and GCSE/A level grades awarded. Percentages should also be provided for the purposes of the pupil tracking system. 4 Implementation of assessment policy The policy is implemented through the means of: individual written feedback individual oral feedback whole class written feedback whole class oral feedback self, peer and spoof assessment of exemplar material interim and end of year reports tutor consultation days and 1:1 academic mentoring

3 4.1 Individual written feedback See marking policy in paragraph Individual oral feedback is positive, enabling and focussed on learning objectives directs learners to the next level of grade engage learners in a coaching-style dialogue framed around identifying options and best ways forward acknowledges and celebrates success and effort Lesson opportunities should be periodically made to facilitate it procedurally as well as responding to individual need as it arises 4.3 Whole class written feedback Is produced as the result of an audit of error and gaps Can be published on the MLE or share drives Can be produced by colleagues who become specialists in a certain question for the whole cohort and shared across classes 4.4 Whole class oral feedback provides enabling feedback quickly and in the most time effective manner; identifies strengths and areas for improvement; helps learners to identify the defining qualities and merits of successful pieces of work enables learners to have a collective opportunity to contribute ways of improving a less successful piece of work provides learners with opportunities to self-assess and note down points for improvement. 4.5 Self, peer and spoof assessment of exemplar material enables learners to look at their own work and that of others and to identify strengths and weaknesses moves learners to be more independently minded and part of the self improvement process. encourages learners to use the WWW/EBI/NS model used by staff helps learners gain greater understanding of assessment criteria and learning objectives. Learners at all key stages should be provided with task specific and examination marking criteria 4.6 Interim profiles measure attainment in relation to Key Assessment Tasks, show trends with regard to attainment, show progression towards targets, organisation and participation in learning; help in the process of targeted intervention. 4.7 Tutor consultation days and academic mentoring enable staff, parents and students to engage in learning dialogues shaped by assessment data generated from reports, pastoral information, subject teacher and tutor observations.

4 5. Standardisation Standardisation is intended to: raise performance monitor learner and staff performance ensure equality of treatment for all learners clarify expectations ensure the highest possible quality of practice with regard to both teaching and assessing. Heads of Department are responsible for the standardisation processes. It is part of their role both to coordinate and to oversee standardisation procedures within their department. Standardisation involves: ensuring that there are consistent standard for assessing learners' work setting these standards against fixed criteria keeping portfolios of exemplar work for reference purposes when making judgements. All major assessment should be subject to regular standardisation which, depending on the Key Stage of the learners involved, should make reference to the TGS KS3 assessment grid, NC levels, or GCSE/AS/A2 Grade descriptors. 6. Monitoring 6.1 Individual teachers are responsible for: using a full range of assessment methods in their subject and predicting performance outcomes keeping up-to-date with latest methods of AfL and sharing of good assessment techniques keeping assessments consistent across the department maintaining an assessment record on every learner, according to department policy using individual markbooks and departmental tracking sheets and the PTS system to track learner progress. analysing progress and intervening where necessary to improve progress. 6.2 Heads of Department are responsible for: regular monitoring of departmental tracking marksheets and general marking regularly carrying out work scrutiny to evaluate samples of work in each class/set in each year group supporting and guiding individual teacher assessment amending schemes of work in light of learner performance and feedback liaising with link SLT where there is a cause for concern. reviewing examination performance 6.3 Senior Staff are responsible for: reviewing statutory requirements reporting to governors consulting regularly with Heads of Faculty, Heads of Department and Head of Learning and establishing interventions where under achievement is identified. taking an evidence based view of progress of attainment through work sampling, exam performance, tracking sheets and department audits.

5 6.4 Governing Body is responsible for: Ensuring that the Headteacher implements the monitoring procedures outlined above 7. Related documents: PTS and ARR Pupil tracking system and Assessment, Recording and Reporting procedure (internal documents not requiring governor review) Marking for literacy policy - draft Homework policy to be reviewed EAL policy to be reviewed

6 APPENDIX 1 Examples of AFL commentaries on learners Key Assessment tasks: You show a very good understanding of how to interpret information on a chart and your answer is expressed clearly well done! To improve, use subject specific terminology in your answers such as antagonistic muscles and contortions. Use the vocabulary chart that we are compiling Your vocabulary is impressive and you use sentence structure creatively to achieve interesting effects. To make even further progress, I suggest that you use colons and semicolons to create even more sophisticated and interesting sentences. You show a great grasp of long multiplication and have shown you working outs quite clearly. To get multiplication secure in your mind, practise long division by completing Exercise 24 in your revision book. This is a great answer. You have used quotations to prove your points about the characters and have made some consistently powerful comparisons between the two writers uses of language. How might you, though, develop the idea that both texts were meant to educate their audiences? It would not be helpful or effective to write generic comments that are not linked to progress such as: You ve plotted some interesting shapes well done! This is beautifully presented but watch your spelling

7 APPENDIX 2 The Quality of Students Written Work Heads of department are to evaluate how effective their assessment practices are in ensuring that students work is of consistently high standard and is evidence of their learning. This reflects how consistently department and whole school policy is being followed Work Scrutiny is to be carried out half termly and should focus on the key question: How good and systematic ( frequent, detailed and accurate ) is the quality of assessment in your department? Work scrutiny monitors and reports on the following criteria for written work and feedback: Overall, assessment demonstrates : Pupils making progress. There is improvement by the same pupil over a period of time. For example, the work they do now is better than the work they did last year; they have learned how to improve their note taking In the shorter term, they can redraft work so that it is more effective and not only more technically correct. They may use ICT to do some of this They become increasingly aware of how written communication can be made to serve a variety of purposes. Their work increases in subtlety and discrimination They persevere with a task until it is completed The work is well organised and it serves its purpose well The student s work Is legible and presented with a concern for layout and appearance. Is easy for the reader to follow. Whether it is imaginative prose, mathematical symbols, notes or any other form, there is a shape (e.g. a logical sequence) that gives it coherence. Arguments are well developed; mathematical or scientific processes are lucid; language is exact; illustrations are clear and accurate. Uses various means of conveying information; for example, words, graphs, maps, statistics, brief notes, diagrams and includes a mix of these in different subjects, o E.g. English is not exclusively words, science is not exclusively notes, mathematics is not exclusively worked examples Covers all the aspects of the task set and is of sufficient length to deal with them adequately Quality of marking: The work is checked and marked regularly, including work that may be continuous, such as notewriting The marking is consistent, and related to shared learning intentions / objectives / success criteria Problems and difficulties are diagnosed, ways forward are indicated Comments encourage and challenge (WWW, EBI, WN) Pupils are told what progress they are making

8 The Tiffin Girls School: Work scrutiny review and evidence form Teacher: Department: Students: Year: Group: Criteria Evidence Current practice Prompt and regular marking and feedback occurs in all books/folders seen Assessment includes both spoken and written feedback Feedback is focused on the learning intentions or objectives as the criteria for success Pupils are provided with opportunities to assess their own and one another s work Marking strategies help the pupils understand what they have achieved and what they need to do next WWW/EBI/WN The outcomes of marking, along with other information, are used to adjust future teaching plans Teacher comments are formative and give clear guidance for improvement There is evidence of marking for literacy (spelling, punctuation and grammar) Marking adheres to school assessment policy Overall Summary Comments: Actions arising, targets and timing Work scrutiny undertaken by: Date: 1 = outstanding practice, fully meets school policy and is exemplary in many ways 2 = good practice, meets school policy and demonstrates effective feedback 3 = requires improvement, does not meet school policy in some areas 4 = inadequate practice, fails to meet school policy in many areas