MARKING AND ASSESSMENT POLICY

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Tobias Gray
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1 MARKING AND ASSESSMENT POLICY Created By: C Graham Date: September 2014 Signed: Chair of Governors

2 Rationale To provide a clear and effective policy for marking and assessment across the federation that ensures all learners attain the highest possible standards and achieve well. To provide clear and helpful guidance in order to raise teachers expectations of what students might achieve. To ensure that all students benefit from clear and consistent marking and assessment that helps them to make progress in their learning. Aims To improve teaching by: ensuring that information from day-to-day and longer term assessment is used to plan learning that meets the needs of all students providing well targeted support that helps all students to learn and make progress, based upon regular feedback. To improve learning by: encouraging students to evaluate their work and take action to improve it encouraging students to develop independent learning skills giving students clear feedback about what has gone well and what must be improved on a daily basis, either verbally or in writing. Objectives To raise attainment and improve students achievement through effective feedback, marking and assessment. To provide appropriate support and challenge for learners and raise their expectations and aspirations. To give students time to consider comments given and respond appropriately. Principles Lesson planning will be based on the outcomes of day-to-day assessment and from information from longer term assessments. The first lesson in each sequence will be an introduction, further lessons will allow students to apply and consolidate new knowledge and skills, this will be based on teachers assessments of the progress made by individual students during each lesson Daily assessment/feedback will be given to students, this can be oral feedback but at least one significant piece of work during the learning sequence will be marked by the teacher, this marking will provide detailed guidance on how the student can improve. A sequence of lessons should last no longer than five days. Teachers will mark in red pen. Teaching assistants can provide verbal feedback and could mark some work using a mark scheme or guide. Teachers will assess students progress at the end of each lesson, this may be through progress steps, questioning or students self-evaluation as well as marking and they will use these assessments to plan the next lesson ensuring that all tasks meet the needs of individuals. Outcomes of assessment and marking will be used to plan intervention strategies or to identify students capable of working at a much higher level. Teachers will identify errors in spelling, punctuation and grammar when they mark students work, reference will be made to subject specific terminology, please see Marking for Literacy guide. Corrections will usually be made in green pen but it is recognised that green pens may not always be available. Common errors, for example, non- compliance with policies for the presentation of work can be identified using the mark scheme. Cross curricular skills, such as literacy, numeracy and oracy, should be commented on and highlighted for correction, where inaccurate, in all subjects.

3 We acknowledge that different subjects have different marking requirements, especially in examination subjects so there will be some adaptation of policy. English In line with the federation policy: KS3 books should be marked to show progression within a topic or unit from planning to final assessment. Regular marking should follow departmental, positive marking guide. Weekly significant pieces should be given whole levels (during this academic year) for assessment foci assessed that week. Student outcomes are marked on each child s reading and writing grid. Work should be sub-levelled each half-term to take into account the full range of core skills. Standard assessment tests should be levelled and sub-levelled. KS4 GCSE exam preparation journals should be marked using departmental, positive marking guide. Although these books are working journals and do not contain all final assessment pieces, they need to be well presented and provide effective feedback for current work. Weekly work will be given a band using KS4 assessment grid as a basis for core skills Exam work questions, timed essays, standard assessment tasks, speaking and listening will be marked using exam criteria, given a number and a band. Controlled assessments will be marked as per departmental protocol and show a number and band, final annotations will not be added until CAs have been standardised. KS5 Work is completed on paper and is the student s responsibility to keep in their folders. Regular marking should follow departmental, positive marking guide. Essays and significant commentaries or coursework drafts will have a two week turnaround time. These will be banded using exam or coursework criteria. Feedback will be given on QWC and specific skills or AOs (assessment objectives) Departmental good practice is to give short consolidation tasks, corrections for SPaG and tasks that deepen understanding to be completed in green pen. Science and Maths Work may contain frequent short answer questions which will be either right or wrong these will often be corrected/clarified by the teacher as a whole class task. If a student makes a conceptual error there should be clear evidence of a dialogue that has taken place between the student and the teacher. This may start with the teacher circling in red pen or highlighting the answer which the student is required to re-attempt in green pen. The student should make an attempt to correct this showing full working out. This could be presented to the student visibly in the form of a COW (correct our work) cloud. If they cannot proceed, they should seek help from another student first and then the teacher. If the student is unable to proceed the teacher will provide feedback and will endeavour to provide the student with a similar example. Exercise books will contain written feedback to students on how to improve, but that feedback will not necessarily be in writing as in other subjects due to the nature of this process. In many cases feedback may be a verbal dialogue between a students and the teacher. Vocational/Practical Subjects In Years 10/11 in some vocational/practical subjects work cannot be marked. Teachers in these subjects use a variety of strategies to provide feedback/guidance to students these can include; feedback sheets, tracking system, post it notes etc.

4 Monitoring and evaluation The executive headteacher, governors and heads of faculty will monitor the implementation of all aspects of the policy through lesson observation, evaluation of planning, work scrutiny and through the tracking of students progress. Revision Record of Issued Versions Author Creation Date Version Status Christine Graham December Updated September Included English, maths and science policy Renewal Date September 2016

5 Appendix 1 Presentation of Work For every lesson it is your responsibility to check the following things: Does your work have a date and title which is underlined with a ruler? Have you ruled off your last piece of work? Have you checked your spelling, punctuation and grammar carefully? Have you made any corrections in green pen? Marking and Feedback Your teacher will mark your work in two ways: to show you the positives and to show you where you need to correct, improve or take action. Symbol Action you need to take Or highlighted Ask yourself what might be wrong. Do you need to correct spelling, punctuation or grammar? Does what you have written make sense? Years 5 and 6 MUST correct given spellings. / You need to break your writing into sentences at this point. You need to add some punctuation to break up the sentence. // You need to start a new paragraph or break your writing into paragraphs at this point. < You have written less than required. You need to complete the task or extend what you have written. Writing Feedback Symbol What this means I like this. This is positive and you have been successful. I like this a lot. You have gone beyond what is expected. This is really effective. V Vocabulary. This celebrates your word choice because it is effective. S Sentences. This celebrates your sentence choice or sentence structure because it is Effective. P Punctuation. This celebrates your use of punctuation for effect. Your choices are effective. C Cohesion. This celebrates how well your writing is structured and how it fits together. Your choices are effective.

Appendix 1 Reading Feedback Symbol What this means Q Your answer is focused on the question. J Your quotations (evidence) are just the right length.

6 Appendix 1 Reading Feedback Symbol What this means Q Your answer is focused on the question. J Your quotations (evidence) are just the right length. E SALAAL. You have written in depth, analysed and explored this quotation (evidence) effectively. F You have explained the effect of this quotation or example well.

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL ASSESSMENT, RECORDING, REPORTING, MARKING & TARGET SETTING POLICY July 2006 Updated October 2008 Reviewed January 2009 Updated May 2010 Updated September 2010