YSGOL GYNRADD CILFFRIW PRIMARY SCHOOL. Marking Policy. Headteacher: Mr. M. Quin. Cilfrew. Neath SA10 8LF
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1 YSGOL GYNRADD CILFFRIW PRIMARY SCHOOL Marking Policy Headteacher: Mr. M. Quin Penscynor Cilfrew Neath SA10 8LF
2 Cilffriw Primary School Marking Policy Rationale At Cilffriw Primary School we take a professional approach to the task of marking work and giving feedback. We believe that marking and feedback should form an integral part of the teaching and learning process by enabling teachers to inform children individually of their achievements, address misconceptions and celebrate good work. We aim to have a consistent approach to the marking symbols used by individual teachers and therefore have a school marking code. However, in addition to this code, teachers use their professional judgement to enhance it and also to take into account the age and needs of the children. The responses to children s work should focus on successes and areas of development against learning objectives and success criteria, enabling children to become reflective learners. The information gained should then feed directly into assessment and planning to create a cohesive and efficient system. Aims We mark children s work and offer feedback in order to: show that we value their work and encourage them to do the same; boost self-esteem and aspirations through use of praise and encouragement; give a clear general picture of how far they have come in their learning, and what the next steps are; offer them specific information on the extent to which they have met the lesson objective, and/or the individual targets set for them; promote self assessment, whereby they recognise their difficulties and are encouraged to accept guidance from others; share expectations; gauge their understanding and identify any misconceptions; provide a basis both for summative and for formative assessment and inform individual tracking of progress. provide the ongoing assessment that should inform future lesson planning.
3 Marking and Feedback should be manageable for teachers. use both oral and written comments, with verbal comments being recorded (see marking code). respond to individual learning needs. be related specifically to the agreed learning objective or success criteria (the success criteria should be generated by pupils wherever possible). indicate to what extent the learning objective has been met. give children regular opportunities to respond to their marked work. have a clear distinction between comments relating to the child s achievement and their effort. encourage and motivate pupils through realistic comments that are appropriate to the age and ability of the child. be positive, recognising the effort made by the child. highlight what the next area for learning should be. be used to inform the teacher s short and medium term planning of the next step. show evidence of pupil s self and peer marking whenever appropriate. recognise the importance of verbal discussions as well as written comments. be consistent across the school and understood by all those involved including the children. wherever possible, be done before the next lesson in that subject, although this may not always be possible for longer pieces of work. General Advice The best marking and feedback is the dialogue that takes place between teacher and pupil while the task is being completed. Oral feedback is provided during all parts of the lesson as part of on-going feedback and assessment. Feedback may also be given by a teaching assistant, through peer/self/group assessment, through plenaries and in group sessions. The main objective of marking and feedback is not to find fault, but to help children learn. If children s work is well matched to their abilities, then errors that need to be corrected will not be so numerous as to affect their self esteem. A delicate balance has to be achieved. Children should not receive the impression that things are right when they are not. On the other hand, they should not be discouraged from being adventurous for fear of having faults emphasised.
4 The school has agreed guidelines that apply to all pieces of work. At Key Stage 2 all pupils are expected to follow these guidelines and at Foundation Phase pupils should be working towards them. Teachers should aim to promote children s self assessment by linking marking and feedback into a wider process of engaging the child in his or her own learning. This includes sharing the learning objectives and the key expectations for the task right from the outset. In addition to these general rules there are specific success criteria for specific types of work, for example how to lay out a letter. These rules have been taught and may be on display or in children s books. The extent of the teacher s response to a piece of work is determined not by the number of errors found in it, but by the teacher's professional judgement. Consideration is given to what a particular child is capable of, what the next learning stages involve, and what should now have priority. Teachers mainly mark by comments that aim to close the gap between what a pupil has achieved and where they need to be. Grading (such as A+, B-) is not used, but for specific tests e.g. tables or spellings a mark (such as 7/10) may be given. Where possible, teachers establish direct links between oral or written praise and the class or school rewards systems. Stamps and/or stickers may also be used from time to time but teachers are aware that these in themselves do nothing to close gaps in understanding or to bring about improvements in standards. Ticks are normal where work is correct and other symbols may be used once their meaning has been explained, for example use the appropriate symbol when finger spacing is needed (see attached code). In addition, the children will have opportunities to indicate where they think a particular target has been achieved. Their learning partners might also check on their behalf, before the work is handed in, that a particular target has been met. At times, marking will be concentrating upon one particular aspect of the work and that not all errors will be corrected. In written work, spelling corrections will be underlined where they are appropriate to the age, ability and targets of the child; not all misspellings will be corrected in every piece of work. To mark a piece of work that has a significant number of errors can demoralise the child. We will then use a more constructive method to move the learning on such as talking to or working with the learner.
5 Marking Comments When providing children with feedback to extend/consolidate their learning, children should be informed of aspects of their work that have met the learning outcome well, as well as steps for improvement. These should, where possible, relate to the success criteria for the lesson and have an impact on children s learning in the future. Teachers may choose to use strategies such as two stars and a wish or marking ladders to structure their feedback. Comments should be focused and in child friendly language and, where appropriate, refer to the child targets. Useful comments are: A reminder prompt: e.g. What else could you include here? A scaffolded prompt: e.g. What were the man s eyes doing? The man was angry so he Describe the expression on the man s face. An example prompt: e.g. Circle the calculation that is correct: Presentation of Marking Comments 20% of 100 = 20 / 20% of 80 = 20 Written comments should be neat, legible and written in green pen. Supply teachers are responsible for the marking of work undertaken during their time with a class. Children use red pen to check and edit their own work. Peer-marking is done in pencil. Self-marking Whenever possible, marking and feedback should involve the child directly. The younger the child, the more important it is that the feedback is oral and immediate. Children should be actively involved in discussing and generating the success criteria for their learning. Pupils should be given regular opportunities to self/peer-evaluate their own and others work so that it becomes embedded in every day practice, but it is essential the teacher always reviews this marking. Where pupils interact in the marking process, they will be more engaged and receptive to correction.
6 The Marking Key VF Verbal Feedback I Independent work A Adult Support Correct answer Work seen by teacher LO: Learning Outcome Finger Spaces america Capital letter omitted Tree Incorrect capital letter frend Underline the mistake. nice ZIGZAG underline Spelling correction Choose a better word Circle where the mark is missing Dot the answer ready for the correction Missing punctuation mark Incorrect answer in Maths ^ Omission mark Word missing Working on target New line Target achieved // New paragraph
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