Oswald Road Primary School

Transcription

1 Oswald Road Primary School Marking Policy The governing body adopted this policy on: It will be reviewed in 2 years Signed: Signed: (Acting Headteacher) (Chair of Governors)

2 Making and constructive feedback from teachers and pupils are frequent and of a consistently high quality, leading to high levels of engagement and interest. Taken from the outstanding grade descriptor for the Quality of Teaching judgment, Ofsted 2012 (underlining added) Aim To contribute to pupil achievement, self-confidence, pride and ownership of their work; To have consistent and manageable practices; To use marking and feedback to inform assessment; To encourage opportunities for both self and peer assessment; To provide frequent feedback of a consistently high quality. Principles of marking and constructive feedback The key purpose of marking and feedback is to support the child in their learning journey. Marking and feedback should: recognise, encourage and reward the child s effort and achievement, and celebrate success; be directly linked to the learning objective/success criteria be meaningful to the individual child; give clear indicators of the next steps in their learning; be part of an ongoing dialogue with staff and the child; encourage the child to reflect on their learning; inform assessment and future planning. A positive attitude will be engendered at all times in open discussions. In order to encourage and avoid destroying a child s confidence, teachers will avoid marking every single mistake. It is better to pick out the most relevant mistake for the particular child so that this may be used for future reference. A mass of symbols over a piece of work would totally bemuse most pupils and offer no benefit. Marking should be sensitive to the needs of the child. The school recognises that marking needs consistent application, but that responses must cater for the developing needs of the children. Marking should encourage children; therefore the teacher response is very important. There is a need to value what has been achieved in relation to what was demanded of pupils. Thus, in English, as well as showing concern for spelling, sentence structure, punctuation etc., this should not obscure the key focus. Marking should help pupils avoid repetition of mistakes, rather than just drawing attention to errors and correcting them for the pupil. The marking of pupils work should help future planning and should become the main vehicle for communicating assessment to the pupils.

3 Not every mistake needs to be corrected (especially in independent writing), as this may be counter-productive to a child s motivation. All children are encouraged and reminded to self-correct. High standards of grammar, punctuation and presentation are encouraged and mistakes are corrected as appropriate to the child s age and literacy development. Stickers, stamps, smiley faces, merits (or other in class rewards) may be awarded for good work. Codes and Symbols Day to day marking will involve the use of marking codes: Marking code I Independent work (where necessary) G Guided T Teacher/TA support C Marked by an adult covering the class * Star (used in Two Stars and a Wish) W Wish (used in Two Stars and a Wish) Mistakes worth noting will be indentified through other symbols: // New paragraph O Highlight punctuation error ^ Missing words Tick correct answers X Incorrect answers Underline pertinent spelling errors Feedback At Oswald Road Primary School we embrace the principles of assessment for learning which involves using assessment in the classroom to raise pupils achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). One key characteristic of assessment for learning is using marking and feedback strategies. Sharing learning objectives and success criteria should provide the focus for feedback from teachers as well as peer and self-assessment. Learners need information and guidance in order to plan next steps in their learning.

4 Written Feedback Quality marking is the key to enabling children to understand their own achievements and to know what they need to do next to make progress. Feedback sets the child s particular performance in the context of the work s purpose and in the context of the pupil s previous efforts. It provides positive feedback and promotes high expectations and progress linked to the main learning objectives. Teachers will give children time to respond to the feedback they are given. All teachers will mark work using the agreed marking codes previously outlined. Core Subjects Four days of work will be marked using Tickled Pink and Green for Growth. Followed by one day of deep marking which will be done with two stars and a wish, as explained below. Tickled pink and Green for Growth Tickled pink and Green for growth highlighting to be used on written work (to begin with class teacher will model, possibly reinforced in plenary sessions on shared writing, to reinforce success criteria, this could be extended to self and partner assessment when embedded). Teachers should aim for more pink than green. Two areas should be highlighted in pink to show areas of strengths within the work linked to success criteria. Green for growth could link to an individual target and should be one clear, focussed step for development. Children are to have time to reflect on and respond to this marking at the beginning of the next session. A positive comment will be at the bottom of each piece of work. Maths: Pink can be used to show good processes as well as correct answers and green can be used to highlight an area to try again on. Children will have time to reflect on and respond to this at the beginning of the next session. Two Stars and a Wish Two Stars and a Wish will be used at least once a week in each core subject. This will allow the teacher to give further feedback to the children about their work. The stars, represented by a drawn star, will show the child two areas of strength within their work and the wish, represented by a W, will show the child an area to develop within their work. Children will always have chance at the beginning of the next session to reflect on and respond to this marking. Maths: This will be used in maths once a week, however due to the nature of how maths is taught, the wish can be an extending question / a question for consolidation in Key Stage 2, which the children will have a chance to work on at the beginning of their next session.

5 How will we show progression throughout the school? Foundation stage In the Foundation Stage children are given feedback orally in a way which encourages them to value their learning and to be aware of their next steps. No use of pink/green highlighters. There will be simple comments related to the learning objective and oral feedback, along with stickers and stamps. Teachers/TAs to indicate level of support given using code: I = Independent T= support Key stage 1 In this phase the aim is to get the children more actively involved with the feedback process while continuing to value their achievements. Children should become increasingly confident about identifying their next steps. Teachers to indicate level of support given using code: I = Independent T= support Teachers to deep mark core subjects at least once a week per child using Two Kisses and a Wish system. They should be identifying next steps and allowing children the opportunity to work on these steps so marking is meaningful. (This can be managed by teacher for example: whole class Big Write or could be by target group). This will be done by using two stars and a wish. Marking on the other four days will follow the Tickled Pink and Green for Growth method. There will always be a positive comment at the bottom of the piece of work, written in purple. Children will have a chance to reflect on what has been marked on all days; this could be self-reflection or it could be a discussion with teacher / TA / peers. Children are to respond next to the comment with their initials daily. Self and peer marking can be introduced in year 1 and used more regularly by year 2. Children should use a different coloured pen/pencil to the teachers. Targets should be reviewed regularly and responded to by both pupils and teachers.

6 Foundation subjects - level of marking as appropriate to piece of work. Teachers can use purple pens to write comments too. Self and peer marking can be introduced in year 1 and used more regularly by year 2. Children should use a different coloured pen/pencil to the teachers. Simple, child generated success criteria should be used regularly to help children and adults structure their feedback. Key stage 2 Emphasis throughout this phase should shift towards the children becoming more responsible for self and peer marking allowing for age and ability. They should be taking on more ownership and responsibility for their learning and have a secure knowledge of their next steps. Teachers to deep mark each core subject at least once a week per child (as appropriate). This should be clearing up misconceptions and identifying next steps allowing children the opportunity to work on these steps so marking is meaningful. (This can be managed by teacher for example: whole class Big Write or could be by target group). This will be done by using two stars and a wish. Marking on the other four days will follow the Tickled Pink and Green for Growth method. There will always be a positive comment at the bottom of the piece of work, written in purple pen. Children will respond in their books on a daily basis ranging from at least writing their initials next to the marking, to feeding back why areas were pink or green or making amendments. Children will do this in their green polishing pens. Targets should be reviewed regularly and responded to by both pupils and teachers. Peer marking and self marking (in a different coloured pen/ pencil to that of the teacher) should be used as much as possible to provide immediate feedback so that children can move on in their learning during the lesson. (Teachers will need to plan in time for the children to act on their feedback). The children can link tickled pink and green for growth into the peer and self marking, using pencil crayons of this colour. Foundation subjects - level of marking as appropriate to piece of work. Teachers can use purple pens to write comments too. Peer marking and self marking (in a different coloured pen/ pencil to that of the teacher) should be used as much as possible to provide immediate feedback

7 so that children can move on in their learning during the lesson. (Teachers will need to plan in time for the children to act on their feedback). The children can link tickled pink and green for growth into the peer and self marking, using pencil crayons of this colour. Children should now be encouraged to write about their learning, discoveries, challenges and analyse their errors or mistakes this will be done in the green polishing pens. Teacher to indicate level of support given when working with children using code: T = Teacher support Success criteria should be regularly used to give structure to children s and adult's feedback. How will we measure our success? Children will have a more clear idea of their next steps and how to achieve them. Children will have more ownership of their learning and be more motivated during lessons. Children will value teachers marking more and it will be more meaningful to them. Children will take more risks and push themselves to achieve more. Children s self esteem will rise as they find it easier to achieve success. Teachers time and expertise will be used more effectively. Other Aspects Teachers should write only in purple pen All work will be dated, with clear learning objective and underlined Pupils should be aware of expectations or success criteria and the work should be marked accordingly. Learning Objectives and Individual Targets should be clearly identifiable. Self/Peer Marking The school encourages children to check work before presenting it. By asking children to trial spellings on their own before consulting the teacher, their problems or skills are made evident. Provide opportunities for children to self mark against an agreed success criteria and peer mark in order take ownership of the learning and identify their own next steps. Children will also be encouraged to use pink and green pencil crayons to self assess their own work.

8 Roles and Responsibilities Governors to ensure that the school shares, implements and monitors this policy to ensure that the policy is reviewed at least every 2 years The Headteacher /Deputy Headteacher to ensure that the implementation and monitoring of this policy is manageable, consistent and has a positive impact on children s learning English, Mathematics and Assessment Coordinators to ensure the effective implementation of this policy. to regularly monitor the implementation and effectiveness of this policy to provide feedback to Governors on the effectiveness of this policy Teachers and Teaching Assistants to implement this policy and follow the identified guidelines. to ensure that children s work is marked appropriately, positively and within appropriate timescales. to provide workbooks for scrutiny as required and to act on any feedback given. This policy will be reviewed as necessary. Monitoring of marking and feedback will be done in line with the monitoring and evaluation schedule