Serlby Park Academy Marking Policy

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Harold Francis
7 years ago
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1 Together we are stronger.. Serlby Park Academy Marking Policy Serlby Park Academy recognises that the marking of pupils work is essential for the progress and attainment of pupils. Written feedback provided will give pupils a clear understanding of how well they have grasped knowledge, concepts and skills and then explain how they can progress in their learning. Marking will therefore help pupils improve their work and will inform teacher planning. Pupils have a right to have their work looked at by a teacher however not all work will require in depth assessment. 1.Aim To ensure a rigorous approach to the way that learners work is marked with consistency both within and across subjects. 2.Objectives 1. Provide written feedback which informs learners about their attainment and progress. 2. Ensure all learners are aware of their current level/grade and target grades. 3. Ensure learners are aware of what they need to do in order to make progress. 4. Ensure the process is manageable in terms of time and resources. 5. Provide opportunities for peer and self-assessment. 6. Identify pupils as soon as possible who are at risk of not achieving their target. So that marking is both informative and manageable the school has adopted a policy of quality marking which is set out below. 3.Expectations 3.1 The role of the teacher There should be a minimum of one piece of quality marking per half term. The type and extent of written feedback will vary from subject to subject, but for

2 each piece of quality marking a staff, peer or self-assessment sticker should be used. Each piece of quality marking should contain the following aspects; Encouraging and constructive comments which are personal to the learner. Learning objectives and outcomes that form the basis of written feedback. A curricular target informing the learner of how to they can improve their performance. These targets may be phrased as questions or prompts to stimulate pupils to move on with their learning. (See appendix 1). An effort grade 1 to 4, with 1 being the highest. A national curriculum grade, which is sub-levelled for KS3 or for KS4 a GCSE or BTEC grade. In addition. A mark scheme and exemplar work to make pupils aware of the standards required. The opportunity to assess themselves and their peers on a regular basis, at least once a term, with mark schemes and grading criteria provided. The teacher should ensure that grades from assessed pieces of work are recorded in an appropriate place. Pupils should receive a NC level or GCSE grades for assessed pieces of work entered on SIMS every half term. (This should not just be based on an end of unit/ end of topic test). As part of the feedback pupils should write the target in the appropriate subject target page in their planner. (Time should be set aside in class for this). All learners should have a subject target grade and their current level on the front of their books or folders. Pupils will be rewarded for academic achievement through the school rewards policy, e.g. house points, post cards home and awards. On-going monitoring of books by teachers should take place regularly where a number value, a simple tick or additional comments can be used. A tick should only be used where work is correct. Teachers should also comment on grammar and presentation however this should not form the basis of a target (see

3 section on marking for literacy). Work used for display should accurate and or marked to reflect this. 3.2 The role of the form tutor. To check appropriate subjects have been written in their planners. To check that subject target grade and their current level on the front of their books or folders. 3.3 The role of the Head of Department means. They ensure their departmental marking policy allows the school marking policy to be effectively implemented. They ensure regular work scrutinies, are carried out in line with the agreed quality assurance schedule and feedback is given to teaching staff. The appropriate forms are complete and passed on to line managers. They plan opportunities each term to moderate key marked pieces of work which ensure consistency. They provide mark schemes where necessary. They provide level and grade descriptors and check these are understood by all pupils (these maybe displayed on classroom walls or in the front of exercise books). They monitor marking to assess pupil motivation plus impact on self esteem, giving rise to rewards such as house points. 3.4 The role of the Leadership Team is to: Monitor the implementation of the school marking policy (see table 1 below) through work scrutiny. Monitor departmental book reviews termly to assess quality and extent of written feedback. Evaluate in liaison with the Teaching and Learning group the implementation of the policy and provide diagnostic feedback on how formative feedback can be further developed across the school. 4. Marking For Literacy

4 To achieve a consistent approach to the marking of literacy the following symbols are used. Writing Code exp Expression error underlined // Shows the point that a new paragraph should begin / Shows the point that a new sentence should begin C Connecting word or phrase missed P Punctuation SP Spelling error underlined CL Capitalisation error circled TS Introductory statement needed /\ Missing word V Vocabulary error? Something not clear Reading Code Pt Q Need to introduce the quote with an introductory statement or point. Develop or expand comments Add quote or reference Appendix 1 Curricular targets are a subject target given to a student, informed by their work, to support that student to make progress in a subject. What should an effective curricular target: Be subject related informed by a students work consistently high quality

5 Have levels/grades where appropriate clear links to the objective or PoL student friendly language Do give straightforward advice on how to improve support students to make progress impact on pupil progress and attainment See example below.

The John Fisher School. Assessment, Recording and Reporting Policy

The John Fisher School. Assessment, Recording and Reporting Policy The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed