Feedback / Marking Policy. Rationale
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- Joella Arlene Norton
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1 Feedback / Marking Policy This policy sets out how staff at Stoberry Park School intend to ensure that verbal feedback and written marking is an integral part of both our formative and summative assessment procedures. The policy will be reviewed annually Rationale The provision of effective feedback to pupils enables and assists them to self assess their work, behaviour and activities; understanding their learning and how to improve. It is important that a Feedback / Marking Policy makes clear the information to pupils, staff and parents in a unifying way. Consistency in feedback / marking promotes a clear understanding of the expectations and quality of standards to all concerned. Agreement of our Policy was reached in consultation with the staff. The marking of pupils work is an important part of teacher assessment. Evidence of our response to pupils work can be found recorded in their books /files and on display. However, it must also be remembered that a creative curriculum is pursued. Because of the practical nature of lessons this encourages, verbal feedback will also be given. This is particularly relevant in Foundation stage where most tasks are practical. Effective verbal / written feedback should: * Provide clear information to pupils against stated learning intentions: What does it tell me? * Evaluate their strengths and weaknesses: How can I use it? * Give guidance as to how to improve further the next steps: What do I do next? * Be phrased in child friendly, positive language * Recognise, encourage and reward pupil s effort and progress * Provide a record of pupil s progress * Encourage pupils to strive to improve * Help parents understand strengths and weaknesses in their child s work and attitude Key Principles: Our policy is underpinned by key principles. We believe that good practice: 1. will relate to the intention of the lesson and success criteria which have been shared with pupils 2. involves the pupil in reflection and review 3. is carried out promptly and regularly 4. indicates strengths and weaknesses, framed to show the pupil how they will benefit 5. should be accompanied by verbal support and positive body language to raise self esteem 6. shows that pupils work is valued and provides opportunity for praise 7. plays an integral part in classroom activities 8. will inform planning 9. is consistent throughout the school 10. gives pupils the tools to achieve the next step 11. will inform parents and other staff Details of how these key principles are translated into practice: It is important for pupils to know that the teacher has looked at the outcome of tasks set. The nature of marking is greatly dependent upon the learning intention. It is crucial that pupils have a clear understanding of this and the criteria upon which the work will be marked. Displayed work may either be of a high quality or demonstrate the stages in improvement of a particular focus of work. Marking will be related to a clear learning objective: WALT (We Are Learning Today), which has been shared with the pupils; new learning will be made explicit Pupils should understand the assessment/ success criteria before they start a task which will be known as: WILF (What I m Looking For) or SC (Success Criteria) Modelling the standard of work required will also help pupils understand the success criteria.
2 We have a developmental approach throughout the school and written work may justifiably contain some inaccuracies. For example non - key word spellings may not be corrected if they are not a particular focus for that lesson. Good presentation is expected and may be marked. Appropriate comments or prompt questions will be written in language that the pupil understands. (less able readers to have written comments read to them ) As far as possible, marking will be done daily or when a piece of work is completed. Usually an appropriate written response will be given, most beneficially with the pupil present. This may later be followed up with additional verbal feedback. However, it is not always necessary to write on a pupil s work: feedback may be given verbally to an individual, group or class. Sometimes a piece of work will be marked with a single tick that shows that it has been completed successfully. This is particularly appropriate for pieces of work which are designed to allow pupils to practise and consolidate learning. Annotations or symbols explaining e.g. time taken, independent, with support, with partner etc. may also be written to indicate any assistance given. Some work must be annotated, indicating specific achievements or future targets. By systematically marking work, teachers and pupils are aware of areas of work in which the child is competent and areas which need future targeting. The teacher should then be able to pinpoint the next steps for them, which the child understands. Some work may be graded or levelled in a way clearly understood by the pupils. Some work will be assessed in detail and moderated in year group teams or key stages to ensure consistency. Feedback shows that work is valued - marking will celebrate success whenever possible, in order to raise self esteem and encourage all pupils to work to their full potential. Both verbal and written responses to pupils work should provide sensitive, constructive feedback. Symbols and stickers may also be used to denote particular success e.g. Class / key stage valuing of work by celebrating and sharing choosing pupils to show good work in class, other classes, the Head teacher and / or Golden Assembly. Feedback plays an integral part in classroom activity. Plenary sessions include opportunity for pupils to make responses to their work. Wherever possible feedback should be given as an integral part of their work and activities, allowing immediate response and comment: children are more likely to remain motivated with encouragement and recognition of success. Opportunities will be given for pupils to mark / edit their own and each others work e.g. spellings, daily maths; evaluate their writing by reading other children s work and reading their own to others; and evaluate others work in foundation subjects e.g. PE, when given opportunities according to teachers learning intentions. Every effort will be made to allow pupils time to reflect on marking and edit/ improve their work. The staff should stress the importance of understanding the marking system to the pupils. Close reflection and reviewing of the teachers marking by the pupils is imperative, otherwise it negates the precious time the teacher has spent upon it, and does little to improve learning. Research shows feedback is not effective until students have acted on it. Teachers must therefore ensure that students are given time and the opportunity to do this and prove they have responded appropriately.
3 Feedback will inform future targets and planning. Marking and assessing pupils work influences the teacher s daily and weekly planning. Sometimes in response to marking work the teacher will see it is more appropriate to group children or have a class lesson to follow up a common misconception. Feedback is consistent throughout the school. Consistency of feedback will ensure that pupils are aware of, and comfortable with, the methods used. They will not need to learn, for instance, new symbols denoting specific meanings in each new class. Staff will also find it efficient when peer coaching, monitoring and moderating, thus saving time. Purple pens will be used as they contrast with the pupils writing implements Marking comments will be in the handwriting style of the school Wall displays and checklists should be used to help focus pupils learning Informing Parents/Governors To strengthen the partnership between the home and school in the education of our pupils, we encourage parents to have an understanding of our Feedback /Marking Policy. An overview of our policy is therefore incorporated in the school prospectus. Governors are also kept aware of our current practice. Coded marking symbols Throughout the school, as pupils become able to self correct, their work may be marked with the following codes in the margin to indicate an error in that line. I independent work T VF worked with adult verbal feedback Good (+ comment how to Excellent P worked with partner improve further) (sticker) or use stick figures in circle new paragraph Λ - word missed out? sense? Sp spelling to be corrected next steps or use footprint stamp Something missing may have e.g, A= f A Picture of a finger = finger spaces = capital letter and Highlighters will be used to highlight WALT, and text as appropriate, to ensure marking against criteria is clear for children. Colours to be used: Green = Got it Orange = on the way; next steps
4 Success Criteria for written marking We know our policy is working if: There is evidence that pupils work is regularly and appropriately reviewed by teacher. Comments in books (when sampled / moderated) fulfil statements in this Policy. After marking pupils work, teachers use the outcomes to inform their future planning. Foundation stage pupils realise that teachers are evaluating their work. Pupils acknowledge targets set for them and work towards achieving them. Pupils read teachers marking and act on it to improve Children are familiar with marking strategies from class to class Children are able to annotate own / each others work in line with symbols and key principles Success Criteria for non-written feedback The effectiveness of this policy will be seen when: all pupils are offered opportunities to demonstrate what they know, understand and can do pupils are helped to understand what they can do and areas in which they need to improve; there is recognition that the taught curriculum does not encompass all learning; there is recognition of a wider curriculum where pupils need to develop and have acknowledged their achievements with inter/intra personal skills and emotional intelligence; achievements beyond those that are easily quantifiable are recognised and acknowledged; assessment relates to verbally shared and explained learning objectives; learning is advanced; teachers are enabled to plan more effectively; parents are informed of their pupil s progress and are assisted in being involved in that process; information is provided for the school to inform its processes of monitoring, evaluation and review. Literacy Additional information for specific subjects Marking is undertaken in accordance with the WALT / WILF.Where appropriate we mark with the pupil present. Positive comments, both written and oral are used and next steps identified. Occasionally written comments are made pertaining to content and/or effort. At the early stages, much of the work is oral and therefore so too are the teachers comments. Drafting and redrafting of writing is progressive, happening more frequently as pupils mature and enabling Key Stage 2 pupils to become actively involved in the learning process. In spelling, pupils are asked to spell correctly any keywords and those for which they have a resource e.g. vocabulary list. Such words are always targeted when marking, and if incorrect underlined and the correct spelling given. Gradually pupils are required to identify mistakes in their own work and encouraged to correct these using dictionaries. Incorrectly spelled key words are incorporated into the pupils subsequent spelling programme. In handwriting activities, incorrect formation, joining, sizing and spacing of letters is underlined and samples given from which pupils can practice. Numeracy Work is marked with the pupil present where possible. A variety of strategies are used according to the type of work being undertaken written comments, correct work being ticked and incorrect work being crossed. We consider it to be important for pupils to show their working in mathematics, as credit can be given to partly correct answers and insight, on the part of the teacher, can be gained as to the pupil s thought process. For this reason, we encourage pupils to show working and carry out corrections without erasing their original answer.
5 Feedback / Marking Review 1. What should effective verbal / written feedback provide? (eg encouraging pupils to improve standards) 2. What are the key principles of verbal / written feedback? (e.g. indicates strengths and weaknesses / areas to develop) 3. How will we be able to see key principles in practice? (e.g. informs targets and planning) 4. Note any coded marking symbols that you use and find effective: 5. Any Success Criteria for written marking that you think will demonstrate that the policy is working: (e.g. pupils reading your marking and acting on it) 6. Any Success Criteria for non-written feedback that you think will demonstrate this: (e.g. achievements beyond those that are easily marked / levelled are recognised and acknowledged) 7. Anything else you feel it s important to include:
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