Document Control Author/Contact: Rebecca Brindley Tel: 0121 323 2221 Document Reference: Marking and Assessment Policy Version 01 Status Draft Publication Date September 2015 Related Policies Review Date August 2018 Approved/Ratified By Date: Marking & Assessment Policy
The writing of this policy involved the opinions of a variety of stakeholders at the school. Marking & assessment is a powerful tool that if used effectively can be one of the fundamental drivers in improving student outcomes and in the development of key skills. The basic principle for the framework is that all students need to know where they are, where they are going and how to get there. Our strategy is one that addresses the need of the child whilst still addressing the need for a work life balance for the teacher and has a personalised approach for individual subject areas. Summative Assessment (QA and Moderation) Homework Making Marking Matter Presentation Progress & Assessment Marking for Literacy Positive & Constructive Comments Targets Student Dialogue Recording & Reporting Summative Assessment An annual target grade/level is set for each student in every subject, at the beginning of the first half term, using available data (FFTD/progress 8/ALPS); this will be the students target grade. (Please see whole school target setting for further guidance on target setting). The teacher can then, in discussion with the student set an aspirational/challenging target grade based upon teacher judgement & assessment. Detailed summative assessments using levels/grades that are compared to target/challenge target grades should take place: a minimum of 4 times each academic year. (With data captures occurring at the end of each half term, a minimum of 6 times each academic year). The choice of key assessments is at the discretion of the subject area and can be in a variety of forms to include: written, oral or practical that can be completed over one or a series of lessons. These key assessments will be marked in detail in relation to clearly defined and explained learning outcomes/success criteria for the identified piece of work(at KS4 & KS5 marked against subject specific examination and spec guidelines)- with a focus on marking for literacy, alongside detailed constructive comments & targets. Time should be allocated for students to read the teachers comments and respond/improve if necessary for this type of assess e t. Please see Maki g Marki g Matter for ore detail o ea h of these areas. All other class and homework to be marked, though in less detail using a variety of Assessment for Learning (AfL) and formative assessment strategies. (Note: In KS5 the first key assessment is to be completed about a month into the first term to gauge whether students have the ability to cope with their chosen courses) Quality Assurance of Marking (Book Looks)
This is a crucial process if we are to be confident about the progress of students and the effectiveness of marking, which helps to inform forward planning and any intervention. Alongside individual departments CPD programmes, each half term, time will be allocated in faculty meetings or during INSET to ensure high standards and consistency of marking is being maintained across curriculum areas. This will be achieved by taking a sample of students work/books (including Boys/Girls, SEN, Pupil Premium, different teachers) and to QA them in line with a consistent framework (see sheet below that reflects- Maki g Marki g Work. Results from each termly exercise will be inputted onto QAMA google docs for a school overview, which can then also be analysed by each department to target areas for development and inform future training/cpd needs. It is expected that QA will take place a minimum of six times throughout the academic year and will cover each cohort (and may also include activities undertaken during moderation). Please see below the sheet for Marking and Assessment that should be used to QA marking by all subjects (created i li e ith Maki g marking matter ) Please see example (below moderation) of how summative assessment, QA and moderation is planned by individual subjects into the academic year. Moderation The key assessments planned throughout the academic year (see heading summative assessment). Subjects will then allocate appropriate time for moderation within the academic year that will fit their individual needs (and may reflect exam board requirements/deadlines in KS4 and KS5). A sample of students work will be taken and discussions within the subject will focus on the achievement of the students and where they place them within the grade/level descriptors. The grade/level/mark awarded will be understood and agreed by everyone. The moderated work will form exemplar material for the department which can be used for CPD, modelling and guidance during peer assessment activities.
Please see the example (English) below of how summative assessment, QA and moderation is coordinated by individual subjects in years 7-9 and years 10-12 Home Learning All homework is set to consolidate, stretch and challenge students. It is to be set at the discretion of each individual department, to ensure that students are given valuable and meaningful home learning experiences that build on their knowledge and development of key skills within school.
Formative Assessment- Making Marking Matter Progress Students should be able to articulate their learning journey and more importantly what they need to do to improve, to move towards their target or challenge target grade/level. To raise awareness of this and place importance on students making sustained progress throughout the academic year, reference to their starti g poi t a d target/ halle ge grade/le el ust e isi le o stude t s books/folder/workbooks- the location will differ depending on the subject. This will be regularly updated and added to as summative assessments are completed throughout the year. Monitoring of progress can then be tracked. (This links directly to positive/constructive comments) Some simple examples of tra ker sheets a e see elo : KS3 KS4 & KS5 Assessment Within students books it is expected that there should be evidence of a variety of assessment opportunities, other than that of teacher marking. Self/peer assessment can help students develop their understanding of learning objectives and success criteria, students are more likely to make more progress when they are actively involved in their own learning and assessment. It encourages students to verbally feedback and develops a supportive and independent culture of learning. This will vary in frequency depending on activity and subject. Belo is a e a ple of ho ou a ake this tra spare t i stude t s ooks ha i g codes/colours
Marking for literacy De elopi g a d rei for i g you g people s litera y skills is the respo si ility of all a ross the curriculum and standard SPaG (spelling, grammar and punctuation) codes will be used across all subject areas. It is recognised that all departments have an important role to play in supporting students and removing barriers to literacy thus by creating their own personalised marking for literacy codes they can be used productively alongside the school literacy policy. Example of the school literacy policy and subject specific codes can be seen below: Standard SPaG codes- School Cross Curricular Personalised departmental SPG codes Positive & constructive Comments + Target Setting Effective marking gives us the opportunity to show students that we value their efforts whilst providing them with reflective/informative comments on how to make their next steps. Pieces of work that are marked or are marked in greater detail should help to develop individual dialogue between the student and teacher. The comment should be personalised, may refer to a level/grade they achieved, pre-planned set of criteria or a learning objective/outcome. It should highlight a minimum of two things that the student has done well. The target set should incorporate questioning to encourage the students to reflect upon their work and how they could improve it. This will challenge, stretch and develop the students thinking whilst creating personal dialogue between the student and teacher. There should be a minimum of one point that the student can improve upon. It is important to keep the comment and target short and specific, in handwriting and language that the student will be able to understand. You can incorporate this throughout the students work rather tha ha i g a lo k of riti g just at the otto you do t eed oth.
Simple examples of how comments and targets are used effectively within different departments can be shown below by stars a d a ish or WWW hat orks ell a d EBI e e etter if stars and a wish WWW (what works well) or EBI (even better if) Student Dialogue The learning process is Input-Process-Output-Reflect and without reflection, it is very difficult to have genuine learning. Therefore having time to reflect must be an integral part of the learning process. It allows us to understand more about ourselves and how we learn, but it also aids us in improving academic skills. Lesson time will be made available for students to reflect on their work by noticing and correcting their own mistakes through a range of activities, where they develop their ability to become more independent, responsible and effective learners. Target: Posed as a question Student Response! Teacher Check Examples of how this can be integrated simply into the start of a lesson are shown below: Dedicated Improvement & Reflection Time Check Our Work
Recording & Reporting Every faculty/department will have detailed summative assessments a minimum of 4 times each academic year in all key stages (as described under the heading of summative assessment), which will produce a grade/level for every student. These will be regularly entered into the electronic mark book on G4S throughout the academic year that has been set up by each department, (each piece is often weighted in KS4 and KS5 to reflect subject specific examination boards/specifications). This is a live system that allows each department and subject area to continuously be able to track a d o itor stude ts progress i li e ith their target le els a d highlights he personalised intervention is appropriate. Staff are required to ensure that assessment data in the form of a WAG (currently working at- based upon summative assessments in the mark book, that are weighted- each department will be different according to weightings) and Expected Outcome (forecast- based upon summative, formative assessment alongside teacher judgement what grade would the student get) is entered for every student that they teach a minimum of four times a year via G4S. This may take the form of Interim Data or a Full report. The timing of this data entry will be spread throughout the academic year in co-ordination with other school events. Interim Data: Interims will be completed twice a year (max. twice for each cohort taught) by subject teachers through G4S. The target grade is pre-set using available data and the WAG grade (currently working at- based upon summative assessments in the mark book, that are weighted- each department will be different according to weightings) is automatically inputted using the information entered by the teacher into the electronic mark book. Staff are required to enter the EO (expected outcome) (forecast- based upon summative, formative assessment alongside teacher judgement what grade would the student get) for each student that they teach. Staff will be expected to report on- Progress o No choice made o Exceed: Student is on course to exceed their target grade o On: Student is on course to achieve their target grade o Improvement Needed: Some concerns regarding progress towards target grade o Serious Concerns: Serious concerns regarding progress towards target grade
If improvement needed or serious concern is selected by the member of staff for any given student that they teach, it is expected that a quality, short, specific comment and target is written to summarise the concern and how the student can improve in the subject to work towards their target grade. Attitude to Learning o No choice made o Excellent: Excellent attitude to Learning o Good: Good attitude to Learning o Improvement Needed: Improvements are needed regarding attitude to Learning o Serious Concerns: Concerns regarding attitude to learning If improvement needed or serious concern is selected by the member of staff for any given student that they teach, it is expected that a quality, short, specific comment and target is written to summarise the concern and how the student can improve their attitude to Learning within the subject. Please note that parents will only be able to see the target grade, progress and attitude to learning. Additional information such as the WAG and EO is available electronically via G4S. Full Report Full reports are completed once a year (for each cohort taught) by subject teachers through G4S. The target grade is pre-set using available data and the WAG grade (currently working at- based upon summative assessments in the mark book, that are weighted- each department will be different according to weightings) is automatically inputted using the information entered by the teacher into the electronic mark book. Staff are required to enter the EO (expected outcome) (forecast- based upon summative, formative assessment alongside teacher judgement what grade would the student get) for each student that they teach. Staff will be expected to report on- Attributes Progress o No choice made o Exceed: Student is on course to exceed their target grade o On: Student is on course to achieve their target grade o Improvement Needed: Some concerns regarding progress towards target grade o Serious Concerns: Serious concerns regarding progress towards target grade If improvement needed or serious concern is selected by the member of staff for any given student that they teach, it is expected that a quality, short, specific comment and target is written to summarise the concern and how the student can improve in the subject to work towards their target grade.
Attitude to Learning o No choice made o Excellent: Excellent attitude to Learning o Good: Good attitude to Learning o Improvement Needed: Improvements are needed regarding attitude to Learning o Serious Concerns: Concerns regarding attitude to learning If improvement needed or serious concern is selected by the member of staff for any given student that they teach, it is expected that a quality, short, specific comment and target is written to summarise the concern and how the student can improve their attitude to Learning within the subject. Please note that parents will only be able to see the target grade, progress and attitude to learning. Additional information such as the WAG and EO is available electronically via G4S. Teachers are additionally required to type a personalised comment and target for each of the students that they teach. This should be written in full sentences that clearly outline a minimum of two things that the students has achieved or is doing well, linked to the unit/topic they have been completing. Alongside this there should be at least one target that clearly indicates an area for development and what they need to do to achieve this in future lessons. Tutor Comment The tutor comment should focus on the whole student and their contribution to school life through tutor, house or extra-curricular activities. This is an opportunity to address the broader areas of ECM, SMSC and qualities within BLP. Quality Assurance of reporting Full Reports It is expected that all staff quality assure their own comments and targets to ensure that SPaG is exemplary which promotes outstanding practice and care. Once this has been completed the first review should be ticked. The curriculum leader (or buddy teacher, which is organised by individual departments) should then strategically sample a minimum of 20% of the completed reports. The focus should be on the quality and clarity of the written comments. Once this QA process has been completed they then e-mail the data team and their Leadership Link to confirm that this has happened and for the 2 nd review to commence by the data team. The data team will then strategically sample a minimum of 20% of the reports. Any errors in SPaG are to be e-mailed directly to the Curriculum leader; they must ensure they are immediately corrected. They then click second review once any necessary changes have been done.
The Leadership Link will strategically sample a minimum of 20% of the reports. Similarly, any errors are to be e-mailed directly to the curriculum leader to ensure they are immediately corrected. Interims When completing interims staff will be expected to comment if they have highlighted any student as i pro e e t eeded or serious o er. As with the full reports staff are expected to quality assure their own targets in the first instance (first check)with the curriculum leader or buddy teacher then following up to ensure that the relevant targets have been written and that they are clear, concise and informative. The data team will strategically sample a minimum of 20% of the interims. Any errors in SPaG are to be e-mailed directly to the Curriculum leader and they must ensure that they are immediately corrected. They click second review once any necessary changes have been done. The Leadership Link will strategically sample a minimum of 20% of the reports. Similarly, any errors or additions are to be e-mailed directly to the Curriculum leader to ensure they are immediately corrected. Please see examples of the new style full report (left) and the interim (above)