Assessment & Feedback Policy
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1 Assessment & Feedback Policy Document Type: Policy Reference Number Summary Associated Documents Target Audience Assessment & Feedback Policy HA-AFP-V0.2 To establish a broad, consistent approach to the way in which students work is marked so that students feel valued and that they, parents/carers and staff have a clear understanding of how well they are doing and what they need to do to improve. All Staff Document Version No: 0.1 Date of this Version May 2017 Document Owner Approved by: Adele Mills Full Governing Body Approval Date: Date uploaded on school website: February 2017 Review Frequency: Biennial Review Date: September 2018 Governor Meeting Review Date: Autumn Term 2 Signature of Chair of Governors Version No: Type of change Date Revisions from previous version 0.1 New Format Review and into corporate format 0.2 Document Owner Document owner name change HA-AFP-V0.2 Page 1! of! 5
2 Table of Contents RATIONALE 3 PURPOSE 3 Definitions and Practice: 3 Classwork 3 Homework 3 End of Unit Assessments 3 Self-assessment 3 Peer assessment 3 Teacher assessment 3 Attainment 3 Recording of marks 4 Colour of ink for marking/feedback by staff and students 4 Step Marking Stamper 4 Target Range 4 Frequency of marking and feedback, roles and responsibilities. 4 Tracking of progress, use of levels or grades and target setting. 5 Quality of feedback Please see Learning & Teaching policy for guidance. 5 HA-AFP-V0.2 Page 2! of! 5
3 RATIONALE This policy recognises that assessment is central to learning. Assessment takes many forms, both formal and informal, and is essential in informing students, parents/carers and staff about a students progress in learning. PURPOSE To establish a broad, consistent approach to the way in which students work is marked so that students feel valued and that they, parents/carers and staff have a clear understanding of how well they are doing and what they need to do to improve. Definitions and Practice: Classwork Written work and other work completed within the time of the lesson. Homework Written work or other directed to be completed outside of lesson time according to the homework policy. This is set regularly and consistently for all key stages. End of Unit Assessments Common tasks for whole groups/cohort of students to particularly assess their understanding at the end of a unit. They are summative, judging student attainment and therefore progress made at a given point in time. They will inform school data monitoring and intervention by the department and whole school. Self-assessment Students complete a piece of work being aware of the success criteria. They then mark their own work according to these criteria and are able to identify positive aspect and areas for development. Peer assessment Students are organised in learning pairs within an environment of mutual respect. Using success criteria and mark schemes they mark each other s completed work and note positive aspects and areas for development. (Self and peer assessment needs to be structured so that students are trained in how to do this and that their skills of assessment are developed). Teacher assessment Formative assessment will vary according to the work to be marked. This could be light touch marking such as ticks, numbers, traffic light system, and stickers, along with marking for literacy or more detailed step marking, which informs the teacher and student of learning progress and identifies targets to inform further progress. Classwork/homework marked by the teacher should normally be returned to students no later than a fortnight after the work is completed. Within each unit of work departments will identify a finite number of key pieces of work for more in depth, quality marking. (These will not be the end of unit assessments). Attainment Grades are not always necessary. They can be meaningless given the size/nature of the task and can distract from improvement targets. However, it is important for teachers, parents and students to know periodically how well the learning is going and what still needs to be done. Students need to be clear about what to do to progress from one level/grade to the next and equally should be clear about the expected progress they should be making through the key stage. HA-AFP-V0.2 Page 3! of! 5
4 In order to support this process: Levels and grades as well as success criteria should be translated and shared with students using appropriate language. Key pieces of work will be awarded an attainment grade expressed in terms of an interim key stage level or grade. At the end of a unit a formal assessment will take place and a key stage level or grade will be awarded. Recording of marks Teachers should record all marks and grades either electronically or manually. Colour of ink for marking/feedback by staff and students Red ink should be used to mark students work. If staff wish to mark in another colour it must be clearly recognised in the student work and is not green pen. Green pen should be used by students to complete Green Pen Feedback. Step Marking Stamper This is provided by the school for each teacher and should be used as part of the marking process for each piece of student work that is marked. A grade or level should not be used with this stamper to give an indication of what the student has achieved. Rather the +,= or symbol should be ticked to denote student progress to target. Staff must also write comments next to the STEP acronym. S=Strength, T=Target, E=Effort and P = Pupil Target Range Each student should have a target range set for them at the start of the course (year or key stage as appropriate). The school does not use Target grades preferring ranges (for example C to A or 5a to 6b) with the lower range being the formal school target (3/4 levels progress) and the higher range being aspirational. These grade ranges should be displayed via a sticker on the front of each exercise book. Frequency of marking and feedback, roles and responsibilities. Marking of work should take place as soon as possible following completion in order to ensure impact and provide time for the student to respond. All students work should be acknowledged for example by ticks/comments and marked for obvious literacy errors with the pink highlighter. Step Marking should be completed for every student at least fortnightly (unless this has been discussed with the Senior Leadership Team) and in some subject areas weekly. This should be linked clearly to intended learning and success criteria, setting clear targets to enable the student to progress to the next stage. The use of the target stamp should structure this and green pen feedback should reflect the student s engagement with your comments. Detailed feedback with curricular targets set for the subject, related to levels or grades should be completed each half term by the teacher. Students can mark their own work or their peers in class; this should be checked by the teacher and acknowledged and included in mark books as appropriate. Feedback from oral or practical work could be logged in the student s book and departmental tracking documents / electronic mark books if appropriate. Mark books may be paper based or electronic and the central recording system should be used to collate this. There is an expectation that students will respond to marking by improving or repeating work as instructed in the feedback. They are to respond to questions designed to extend their learning and set targets for their own improvement. This should be monitored by the class teacher and intervention should take place if a student causes concern. HA-AFP-V0.2 Page 4! of! 5
5 Marking and feedback will be subject to regular monitoring by the subject leader, head of faculty and senior leadership team in accordance with the school s monitoring and evaluation calendar. Tracking of progress, use of levels or grades and target setting. Marking and feedback to students should be tracked across the year and key stage / stages to ensure continuity and progression as students move from teacher to teacher and key stage. Teacher marking should feed into departmental tracking materials which link to the Academy s tracking system (SIMs/SISRA) and highlight performance and progress using a traffic light system. Target levels or grades should be used half termly for reports, derived from class work information and any formal assessment activities. Target ranges should be discussed with students and referred to in feedback and marking of class work as appropriate. These should be displayed in exercise books/folders on the front page using the school sticker. Self-evaluation sheets may be used with KS3, KS4 and KS5 to support progress with students and identify development needs. Assessment information and on-going marking and feedback should be reviewed half termly by teachers and subject leaders to identify intervention needs. Subject leaders, HOY, Performance leaders and senior leadership team will monitor the tracking and progress information regularly as part of the monitoring and evaluation cycle. Quality of feedback Please see Learning & Teaching policy for guidance. HA-AFP-V0.2 Page 5! of! 5
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