Marking Policy. Approved: Next Review:

Transcription

1 Marking Policy Approved: Next Review:

2 Contents 1. Learning Objectives Success Criteria Marking & Feedback Self & Peer Evaluation Responding to Feedback Grammar, Spelling & Punctuation Expectations Detailed Marking Ways of Sharing/Celebrating Children s Work Monitoring & Review... 9 Responding to Children s Work Coding System Marking Policy, Eastbury Primary School Page 2 of 10

3 1. Learning Objectives Learning objectives must be: clear and precise written in child friendly language and/or explained when necessary separated from the lesson context (e.g. To write a recount and not To write a recount about the Titanic ) where possible, skill rather than knowledge based shared with the children referred to in the plenary referred to in the feedback given (verbal or written) Learning objectives to be highlighted pink if successful, and green if children need to consolidate. Learning Objectives help the learning process to be more effective by providing a clear focus for the lesson and by motivating the children. 2. Success Criteria The Success Criteria are what the children need to do in order to achieve the learning objective. The Success Criteria need to be written in child-friendly language and, at times, could be contributed to by the children themselves. Success criteria must be stuck in the children s books and highlighted as part of AFL, pink if achieved, green if needs embedding, as part of focussed marking, which is once a week. Why use Success Criteria? The children take ownership of their learning. They know what they have to do in order to achieve success. The children know what to look for when marking or responding to their work If children know the Success Criteria, they will try to meet them. Marking Policy, Eastbury Primary School Page 3 of 10

4 The children s thoughts are guided before they start working (i.e. a framework is given for their thinking) and having VISIBLE Success Criteria means that children can also refer to them as they work. 3. Marking & Feedback Foundation Stage Marking and annotating pupils work In EYFS adults scribe for the child using a green pen to model the writing process. Adults model using the correct font and letter formation in this process and use RWI handwriting phrases to support pupils with letter formation. As children begin to write recognisable letters, words or sentences the correct letter and word formation continues to be modelled with the child, using a green pen. Practitioners also annotate work to support children and adults with reading the work and to gather necessary evidence. When children begin to write sentences which can be read by themselves and others the work no longer needs to be annotated. Practitioners now move towards marking children's work this is always done with the child. Verbal and written feedback includes praise for the child's achievements and encourages the child to think of their next steps. Visual target stamps are also used alongside written comments to support with next steps. All evidence is annotated with the following: Short date, pupils name AD adult directed AL adult led C.I child initiated I.W independent work W.S with support All evidence is levelled with area of learning including age and stage for example: W W W W ELG For adult directed and adult led activities, the Learning objective is written on the board in child friendly language and this is shared with the children. During the focused group work pupils receive personalised verbal support so that are able to achieve the learning objective or be challenged Marking Policy, Eastbury Primary School Page 4 of 10

5 further. Any verbal or written feedback includes praise, reference to the learning objective and agreed next steps. Key Stages 1 and 2 Written work Children receive feedback about their work in a variety of ways. Written or verbal feedback can be given by a Teacher, Teaching Assistant (TA) or another child. The children are given the opportunity and skills to mark their own work and to identify their next steps. It is expected that teachers mark and provide detailed written feedback for at least one piece of Literacy and one piece of Numeracy work for each child in their class each week. Every piece of work must be marked and acknowledged, with the success criteria highlighted in pink if the learning objective has been achieved or green if it is not yet achieved. Where peer or self-assessment has been used the teacher must initial and date to indicate that they have checked this and corrected misconceptions. In addition to verbal, self and peer-marking, teachers regularly mark work and give written feedback on other subjects so that children have the opportunity to make improvements and take the next steps before the end of a unit of work. Both literacy and numeracy skills must be equally valued when IPC and foundation subjects are being studied. The teachers and children mark work with an agreed set of symbols and protocols. When quality marking teachers should: Read the entire piece of work; Highlight in pink (tickled pink) examples of where the child has met the learning objective; Highlight in green (growing green) the aspect of the work which could be improved; Use green pen to write comments not red pen Provide a focused Can you now? comment linked to the marking to help the child close the gap between what they have achieved and what they could have achieved and provide challenge. Children respond to marking, peer and self-assess using purple pen Useful closing the gap comments are: A reminder prompt (For example, Remember to use capital letters at the beginning of a sentence ); Marking Policy, Eastbury Primary School Page 5 of 10

6 A scaffolded prompt (For example, What was the monster doing The monster was so angry that he ) An example prompt (For example, Where can you add one of these statements in your writing? He growled so loudly that the birds fell off the trees / the monster ran away from the children. ) Number Work With number work, teachers should highlight the correct answer in pink every day and write a closing the gap comment at least once a week. This could be related to a wrong answer, the success criteria or the teacher could provide an extension question. Every learning objective must be highlighted pink if it is achieved and green if it has not been met. At least once a week marking is to be in depth using the highlighters. Pink where work is correct and success criteria or learning objective is achieved Green where work is incorrect or needs to be developed further due to misconceptions. This marking is to be: An Assessment for learning opportunity Developmental Providing next steps/challenge Can you now? and should be responded to in purple pen by pupils. Acknowledged by the teacher with a signature and date using green pen. Teachers may choose which lesson in the week that this is most appropriate for, suggestions might be where children are investigating problem solving using math skills. Where work needs consolidating, this must be evidenced in children's books. All work must be marked using a highlighter and commented on where appropriate. Children can be asked to do corrections if teachers feel this is appropriate. Peer marking and self-assessment is important and in these instances children can mark their own and each other's work in purple pen. The teacher must acknowledge this marking with initials and a date. Marking Policy, Eastbury Primary School Page 6 of 10

7 Success criteria should always be visible on plans and the board, and where helpful can be recorded in children's books, for instance when work is to be marked in detail, children are peer marking or self-marking. 4. Self & Peer Evaluation The practices of children marking their own work and that of their peers are important parts of effective marking practice. Why use Pupil and Peer Evaluation? The greatest impact is an overall rise in self-esteem. Children can feel more able to talk about their learning. Children can say where they need help without a sense of failure. Children are thinking deeply about their own learning. Children are starting to be more in control of their learning. They are deciding on the next step necessary to move forward. It takes time to introduce a system of self-marking. The time needed for self and peer-marking and responding to it should be seen as part of the lesson itself. Teachers should be realistic about how much time is needed to do this well and plan the lesson accordingly. Children will need to have the process modelled to them until they feel confident to carry out the process independently. Using a visualizer is an effective way of modelling the marking process. A child s worked is displayed after seeking agreement with them to do this. The rest of the class identify where that child has met the success criteria and suggest where improvements can be made. The rest of the class are then given time to mark and improve their own work. A model to develop self-marking: (1) Children highlight their own work with a pink pencil in three places using the success criteria and share with a partner; (2) Children underline one place with a green pencil where an improvement could be made. This is a place where they did not apply the success criteria. The teacher writes a next steps comment and the children are given time to make improvements; some children are chosen randomly to share with the class the improvements they have made (3) Children work independently to identify the three successes and an area for improvement. They make the improvement as part of the lesson. Developing peer-marking: (1) Show a partner the self-marking that has been done; (2) Swap a piece of work with a partner to share something they liked about the person s work; (3) In pairs, read each other s work, say two positive things, and make a suggestion for improvement. (4) Phase in highlighting successes, finding an area for improvement and then making the improvement; (5) Marking Policy, Eastbury Primary School Page 7 of 10

8 Children work independently to identify the three successes and area for improvement in a peer s work. Pupils can work on improvements in pairs. 5. Responding to Feedback Children should always have time to respond to written feedback as part of their lesson. They should respond to feedback using purple pens. 6. Grammar, Spelling & Punctuation Spellings and grammar that are repeatedly incorrect must be targeted and corrected. Children s subsequent work must be checked to see that the child has learnt from the feedback and progressed. Children should only be given feedback about those things that the teacher has asked them to pay attention to. This will mean that some aspects of a piece of work may be uncorrected but all aspects will be addressed over time through specific learning intentions. 7. Expectations All pieces of work in books should be acknowledged in line with the approaches listed above i.e. either through teacher marking, peer marking or self-assessment. 8. Detailed Marking For Literacy and Maths, there should be a fair balance of teacher and child marking (see above). Teachers should also be conscious of checking the quality of peer and self-assessments made by children. For Literacy and Maths, there should be evidence of detailed teacher marking when a teacher has worked with a group or individuals. For IPC there should be evidence in IPC Books of teacher, peer and self-assessment. Comments written in the IPC books by the teacher or pupils should reflect how children were successful in achieving the success criteria. Children should be given opportunities to feed back their comments about other children s work in the topic books throughout the year. Feedback and marking must refer to literacy and numeracy targets so that progression is evident in all books and children embed and apply learning across all subjects. In literacy, numeracy and ICP books, each child should have one piece of work marked in detail once a week, and one piece of self and one piece of peer assessment in their books. Relevant elements of detailed marking will be introduced during Reception in preparation for KS1, although it is expected that children will be given more oral feedback at this stage. Marking Policy, Eastbury Primary School Page 8 of 10

9 9. Ways of Sharing/Celebrating Children s Work openings of lessons mini-plenaries e.g. Why is this good? (Refer to success criteria) plenaries and use of visualiser Key Stage Assemblies Achievement Awards Display 10. Monitoring & Revie0077 Marking and feedback will be monitored by the Senior Leadership Team, middle leaders and year group leaders through taking in samples of books and through learning walks and lesson observations. Book monitoring is recorded on Perspectives for individual class teachers. Teachers are expected to read monitoring reports and action advice and guidance. Marking Policy, Eastbury Primary School Page 9 of 10

10 Responding to Children s Work Coding System Feedback Incorrect spelling or check the spelling Code SP Incorrect grammar GM A word is missing ^ Missing or incorrect punctuation P Work assessed through verbal feedback VF New paragraph needed Successful Learning Areas for development