Richmond Park Community Primary School. AFL, Marking & Feedback Policy

Transcription

1 Richmond Park Community Primary School AFL, Marking & Feedback Policy Revised March

2 Richmond Park Primary School Policy Review This policy will be reviewed in full by the Governing Body on an annual basis. The policy was last reviewed and agreed by the Governing Body on: May 2013 It is due for review on: May 2014 Head Teacher Signature... Date... Chair of Governors Signature... Date... 2

3 ASSESSMENT FOR LEARNING (AfL), MARKING AND FEEDBACK POLICY Contents: Area: Page Number: 1. Introduction 3 2. Aims 3 3. Assessment for Learning Principles in the Classroom List of AFL Strategies 8 5. Marking 9 6. Targets Summative Assessment Assessment for Planning Foundation Phase Marking Code KS2 Marking Code Examples of marked work Foundation Phase End of Year Self Assessment Sheets KS2 End of Year/Topic Learning Logs Two Stars and a Wish Sheet Target Sheet KS2 19 3

4 Please note; this Policy should be read in conjunction with other school policies involving teaching and learning. 1. Introduction At Richmond Park Primary School we want all children to make good or better progress and develop positive attitudes to their learning. Assessment for Learning is central to children recognising and achieving their potential. Assessment for Learning is concerned with both the learner and the teacher being aware of where learners are in their learning, where they need to go and how to get there. The following policy outlines the key issues that ensure the teachers and the children at Richmond Park Primary School achieve high standards and have ownership over the learning and teaching that takes place within the school. 2. Aims The intention is for Assessment for Learning (AfL) to occur in everyday lessons. AfL improves learning and raises standards. The way teachers mark and give feedback to pupils is central to the process. The Welsh Assembly Government s definition of Assessment for Learning (AfL), contained in the document Why develop thinking and assessment for learning in the classroom? (2009), is summarised as follows: Assessment for learning (or formative assessment) is finding out where a learner is within a learning continuum (A), knowing and making explicit where the learner needs to get to (B) and most importantly showing the learner (or ensuring the learner knows) how to get there (C). A B C It is essential that the learner takes action in order to reach B for formative assessment to have taken place. In implementing AfL at Ysgol Parc Waundew / Richmond Park School, we ensure that the learning is child-centred. The role of the teacher is to facilitate the learning rather than being the presenter of information the guide at the side not the sage on the stage. We encourage the learners to take ownership of their own learning and we provide opportunities for all learners to actively participate in lessons. In order to achieve this, we create a safe, positive learning environment in the classroom which promotes a growth mind-set, that is, intelligence is expandable and everyone has the ability to improve. 4

5 3. Assessment for Learning Principles in the Classroom We ensure that the following AfL principles are implemented in the classroom: 3.1 Effective questioning and talk; 3.2 Learners generating success criteria; 3.3 Giving learners formative feedback; 3.4 Self and peer assessment. 3.1 Effective questioning and talk To ensure meaningful classroom dialogue, The dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas. (Black, P.J. & Wiliam, D. (1998) Inside the Black Box: Raising standards through classroom assessment. King s College, London) To implement this principle: We prepare rich, open questions to ask the learners. We define such a question as : One which makes the learner think One which stimulates discussion One to which everyone can offer an answer, (i.e. it is accessible) One which has a purpose (i.e. its focus is on the learning objective). Such questions reveal learners understanding and move their learning on rather than simply requiring them to recall knowledge they already have. They may be subject specific questions or questions which encourage learners to reflect on the learning process, e.g. metacognition questions. We allow enough time for learners to think before answering open questions. This ensures that all learners can participate and not only those who can internalise the question and formulate an answer quickly. The resulting answers are longer, less superficial and more thoughtful. Strategies we use to ensure that the increased thinking time is used effectively include Think, pair, share, mini whiteboards and choice of answers. We use no hands up to ensure that all learners have to engage and mentally articulate a response as they may be called upon to answer. We ensure that there are opportunities for all learners to discuss their ideas with others in order for them to show, extend and test their understanding e.g. through using random talk partners. We create a safe learning environment where the learners know that mistakes and misunderstandings are an essential part of learning. In creating an atmosphere where wrong answers are genuinely valued and explored, learners feel confident to offer ideas, speculate, engage in any task and therefore extend their learning. We encourage learners to ask questions and to develop an enquiring mind, e.g. using strategies such as Hot seating. 5

6 3.2 Learners generate success criteria To move their learning on, learners need to fully understand the next steps to take. They need to know where they are going (the learning intentions) and how best to get there (success criteria). They will understand and internalise the success criteria best if they play an active part in generating them. This also helps them to take responsibility for their own learning. We appreciate that learners will not know instinctively how to do this and so we coach them by modelling the processes and thinking involved. To implement this principle: We share the learning intentions/objectives with the learners, ensuring that they are accessible and unambiguous. Where appropriate, we separate the learning intention from its context as this helps the learners to understand that they are learning skills which can be transferred to a range of contexts (bridging), e.g. Learning objective: to learn to write instructions; context: a cup of tea - rather than: to learn to make a cup of tea. Learning objective: to learn to cut with scissors; context: snowflakes - rather than: to learn to make snowflakes. We set the learning objective and the task into the wider picture so that the learners understand why they are doing it. Learners work collaboratively to identify appropriate success criteria. We use a range of strategies to enable them to do so, such as: We show or model good quality work and ask learners to identify what makes it good. We show a good and a bad example. Learners see exemplars of differing qualities and have to work out which one of them is better and why. These better qualities form the basis of the success criteria. We give learners incorrect work based on poor quality success criteria and let them work out what has gone wrong. We encourage learners to evaluate and refine their success criteria in the light of their experience. By doing this, it does not matter if learners original success criteria are not accurate as they will learn through their errors. Learners revisit, and revise if necessary, existing success criteria which they previously generated for the same skill in a different context, e.g. writing instructions: previous context: making a cup of tea; present context: keeping safe on bonfire night. We display the learning objectives and success criteria so that the learners can refer to them regularly throughout the task to keep their learning on track. We find that all learners benefit from these strategies, but that the most significant gains are for learners with low basic skills. This may be partly because, in the past, they may not have known explicitly what constitutes good work. The developing thinking section of the skills framework contains two principles to do with learners generating success criteria, namely determining success criteria and reviewing outcomes and success criteria. We use these two principles to monitor learners development in these aspects. 6

7 3.3 Formative Feedback oral and written The purpose of AfL is to provide feedback in such a way that learning will improve as a result. Teachers need to identify the next steps to learning as well as responding appropriately to the mistakes that they make. Teacher s feedback will provide pupils with the information they need to achieve the next step and make better progress. Feedback will always be constructive and sensitive because any assessment has an emotional impact. Feedback that comments on the work rather than the child are more constructive for both learning and motivation. To implement this principle: We use comment only marking. Research has shown that feedback as grades or marks has a negative effect on learning as it takes learners attention away from the constructive comments provided. We use closing the gap comments which identify specific strengths or achievements in the work and specific actions to take e.g. two stars and a wish We provide feedback as soon as possible and give the learners time to think about the comments and act on them then and there, e.g. with written feedback we set aside a few minutes at the beginning of the lesson for the learners to read our comments and make improvements to their work. We base our comments on the learning objectives and success criteria. We ensure that learners have feedback frequently during the lesson in order to give them opportunities to make on-going improvements. Dylan William states feedback should be a minute-to-minute process rather than end-loaded (at the end of a task) and that one improvement per learner per lesson would imply very slow progress. Strategies we use include: Learners checking their work against the success criteria. Learners comparing their own work with good quality exemplars. Class discussion of one learner s on-going work displayed on the whiteboard using a visualiser. The teacher questioning/probing an individual/small group about on-going work. The teacher raising an observed common problem with the whole class. Peer and self-assessment (see below). 3.4 Peer and self-assessment If it is only the teacher who gives feedback, then the balance is wrong and the learners do not actively participate in their own learning. Peer and self-assessment are crucial to the learning process and they benefit the learner in a number of ways, e.g. They allow learners to assess their own understanding and identify success and areas to develop. This has a positive influence on the learners self esteem, motivation and progress. 7

8 It helps them to see themselves as the beneficiaries rather than the victims of assessment and enables them to take ownership of their own learning. Teachers are freed up to observe and reflect on what is happening and to make helpful interventions where necessary. Learners may accept from one another criticisms of their work which they may not take from a teacher Dialogue between learners will take place in a language that they use more naturally and if they do not understand, they are more likely to ask for clarification from a peer than from a teacher. However, we recognise that self and peer assessment are not something that learners can do instinctively and they will not happen overnight. Therefore, we coach learners to self and peer assess by modelling processes and strategies e.g. the kinds of questions and thinking which are helpful. We also train learners to work effectively in pairs and groups as this is an essential prerequisite to peer assessment Usually learners need to be effective peer assessors before they become effective at self-assessment. To peer and self assess, the learners must fully understand the learning objectives and the success criteria the success criteria will be understood and used most effectively if the learners have been involved in constructing them, as noted above. Otherwise, they have no frame of reference against which to assess and feedback will be low level and superficial. With this in place, learners can peer and self assess against the success criteria regularly throughout the lesson and make improvements to their work accordingly (see examples of strategies under formative feedback above). We use information from self assessment (as with other types of assessment) to inform future teaching and to know where and when additional support or intervention is needed during lessons. We use strategies such as traffic lights and thumbs up / thumbs down to get learners to reflect on their current understanding. Such strategies are very effective once the learners have learnt to accurately and honestly self-assess. At the end of each school year, children in Years 1 and 2 will complete a self assessment/evaluation of their curent year and set targets for the coming year (see pages 15 and 16). KS2 children will use learning logs (see page 17) to record their thoughts and feelings about their work after each Cornerstones unit/module every half term. These logs will include their selfassessments of the progress they ve made, including any comments/evidence relating to their targets. These logs will be passed up to their new teachers at the end of each year. 4. List of AfL Strategies used at Ysgol Parc Waundew / Richmond Park School Brainstorming Think, pair, share Hot Seating Choice of answers Mind mapping Increasing thinking time Traffic lighting KWL grids No hands up Talk partners Whiteboards Open / closed questions Finding questions that learners get wrong Thumbs up / down Two stars and a wish 8

9 5. Marking We aim to ensure that all children have their work marked in such a way that it will lead to improved learning, develop self-confidence, raise self-esteem and provide opportunities for assessment including self-assessment. Marking will encourage learners to be aware of how and what they are learning. The emphasis in marking will be on a child s achievement and what the next steps need to be in order for the child to further improve. These improvements will link to targets set for individuals, groups or the whole class. Marking will encourage the learners to be equally aware of how and what they are learning (see Foundation Phase and KS2 Marking Codes on pages 11 and 12). Key principles and guidance for marking: Establish ground rules on presentation and setting out and display these. Do not mark work which does not follow these. Marking is only of value if comments are read and responded to. All work marked by a member of staff should be in green. Worked marked by someone other than the class teacher should be initialled e.g. TA teaching assistant, ST supply teacher, children marking should put their initials. Work marked by the children should be in a contrasting coloured pencil. Pupils should be encouraged and trained to mark their own and other s work where they highlight success and improvement. In depth marking will be completed at least 2x a week in maths and in literacy. Marking must be manageable and not all pieces can be quality marked. Regular and frequent written feedback will be given to children in an appropriate way for their age and ability (see examples of marked work from Year 1 and KS2 on page 13/14). Any work that is distance marked should be written in child friendly language. Comments should model the handwriting policy. All marking will be positive, informative and constructive and comments must relate to the Learning Objective and the Success Criteria. Only give feedback on what children were asked to pay attention to. Maths and other closed tasks should be marked with a tick and a? put next to incorrect answers. Children should be encouraged to leave incorrect answers and not rub them out. Any calculations, sentences etc that need to be corrected should be indicated in Next Steps comments where appropriate. Marking should include open-ended questions to allow the child to think, reflect and evaluate their piece of work, e.g. What else could you say here?, How could you extend this piece of work?, etc. Spelling corrections should be limited to the words the child should know and a maximum of 3 spelling mistakes will be underlined and written correctly in the margin. The child will then 9

10 write the word 3 times when responding to marking and copy into the back of their literacy books to support future work. Punctuation marks relevant to the child s National Curriculum levels will be marked. Punctuation mistakes will be inserted where omitted and circled where wrong. Time should be given to pupils to correct, redraft, edit, add and respond. Corrections and responses should be completed below the last piece of work. Two Stars and a Wish (see template slips on page 18) should be used on detailed pieces of work to provide children with a target for improvement and to acknowledge the learning objectives and/or success criteria which have been met. Please note: this should not be used as the only form of marking feedback because being given continuous targets could have a detrimental effect on the child s self-esteem. This should be rotated between positive comments only and open-ended questions. 6. Targets Each child has a Literacy, Numeracy and Personal and Social Education / Wellbeing target (see Target template on Page 19). These are updated termly, shared with the children and are clearly displayed on class target boards. Parents are informed of these targets at Parents Evenings and/or via a letter. Children self-assess whether they have met their targets or not and the teacher signs and dates when they have been achieved. 7. Summative Assessment For details of the summative assessments that take place during the school year, please see below: National Reading Tests - Years week window in April/May National Numeracy Tests - Years week window in April/May On-entry Baseline Assessments End of Key Stage Assessments Continuous teacher tracking assessments on DAWN Read, Write, Inc assessments continuous. Single Word Spelling Tests (SWST) Non-Verbal Reasoning Tests 8. Assessment for planning Pupil feedback and marking will be used to inform future planning by making annotations on weekly plans as far as any aspects of lessons which may need to be revisited, any children who did not meet learning objectives, etc. 10

11 9. Foundation Phase Marking Code Verbal feedback always given Use green ink No crosses Use SMART when setting lesson objectives Mark or assess in relation to the lesson objective Supply teachers to sign any work they mark Use ** and a wish (in thought bubble) I = independent work S = low level of support S 1:1 = high level of support RWInc: tick above correct sound line through incorrect sound, write correct sound above Targets: class target individual targets for RWInc, writing and numeracy on inside front cover of book review targets weekly sign and date when achieved 3 times 11

12 10. Richmond Park KS2 Marking Code Verbal feedback always given. Use green ink. No crosses instead use question marks. Mark or assess in relation to the lesson objective. Supply teachers to sign any work they mark. Use Two Stars and a Wish template to feedback on detailed examples of work twice a week when applicable. I = Independent work S = Low level of support S 1:1 = High level of support Targets: Termly targets for numeracy, literacy and well-being to be signed by pupil and the teacher. These targets to be sent home to parents and discussed in parent evenings. Pupils to create their own targets each term and place these on the target board within each class. Class teacher and pupils to monitor the progress of these and create new targets when required. Sometimes we mark our work with special codes. These are the codes which help us improve our work. SP Spelling FS Full Stop // New Paragraph CL Capital Letter QM Question Mark SM Speech Mark AW Alternative Word 12

13 11. Year 1 marked work using Two Stars and a Wish 13

14 11. KS2 marked work using Two Stars and a Wish 14

15 12. Year 1 End of Year Self Assessment 15

16 12. Year 2 End of Year Self Assessment 16

17 13. KS2 End of Year Self Assessment / Topic Logs Learning Logs Learning logs or journals let pupils keep notes of their thoughts and feelings about their work. A log need be no more than a ring binder or jotter. Pupils should have some time in class to complete it. This will help them to use it conscientiously. The teacher should be able to gather information for reports etc. A typical log might ask pupils to complete at least three sentences from a list of statements like:. The most important thing I learned in this module was... What I found most interesting today was. What I enjoyed most about today was... One thing that still puzzles me is..what I need help with is... What pleased me most was. This module would have been more helpful for me if.. My Learning Log Name What I found most interesting was. 17

18 14. Two Stars and a Wish record sheet/slip 18

19 15. Target Setting Sheet 19