Marking and Feedback Policy

Transcription

1 Policy Title Marking and Feedback Policy Responsible Standards committee Rationale Learning without Limits We believe that marking and feedback are crucial tools in supporting pupils learning and enabling them to take the necessary next steps in their learning journey. It has greatest impact when pupils have the opportunity to discuss their work/learning with the teacher making mutual decisions on what they have achieved and their targets for improvement Other Links Governors Link Visits Marking will provide constructive feedback to every pupil. It will focus on success criteria and improvement needs; enabling pupils to become reflective learners and helping them to close the gap between current and desired performance. Making mistakes and learning from them is a key part of learning. Purpose The ethos we aim to foster follows the approach of Professor Carol Dweck 'Teaching a growth mindset' approach and Dame Alison Peacock Every child has the ability to surprise us Marking and feedback should: Whenever appropriate or possible, teachers should provide individual feedback to the children. Pupils should be involved in the marking/feedback process. The marking of children s work, either written or verbal, should be regular and frequent. Deep marking for improvement prompts/ Top Line marking for quick feedback and re-drafting. Teachers should look for strengths before identifying points for development when marking. Marking should be linked to learning targets and next steps shared with children. Marking procedures and marking standards should be consistently applied across the key stage/academy. Marking symbols will be clearly displayed in every classroom. Marking practices and procedures should be in keeping with the academies overall policy on assessment and in keeping with the wide range of ways in which the academy recognises and celebrates the children s achievements. Where marking is done remotely, teachers should give time for pupils to reflect on the feedback; giving opportunity to ask questions and work towards targets. Where teachers have identified common themes/misconceptions through marking, these should inform future planning. Pupils should be appropriately trained to become effective peer assessors, reflecting critically on their own learning and that of others Be accessible to all children and reflect individual needs and abilities. Be seen by children as positive in improving their learning. Celebrate success and raise self esteem 1

2 Guidance for Teachers Classroom Mantra for Feedback and Marking Based on Everyone is a Teacher Built on trust, high expectations, removing labels and focuses on feedback not fixed grades. Children are not set and move places of who they sit next to every week/two weeks. Children choose their challenge but are motivated to challenge themselves. Step out of your comfort zone Children need to sign up to interventions. For it to be successful, always discuss with a child why they need extra support, ensure this is seen as something everyone engages in. Motivate children to edit their own and others work e.g. writing portfolios e.g. the writer wants to get published be the Editor. Yr 6 marking will be shared with the entire academy to share where we are all aiming for the children to be at the end of their learning journey. Differentiated improvement prompts: The child has written: The boy was a good friend The following prompts are possible Reminder: Say more about what you feel about the boy. Scaffold: How was he a good friend? question or directive Tell me more about the things he did to show he was a good friend Example: Choose one of these or write your own. He was a good friend because he always shared his sweets or he was a good friend because he was always kind to the little girl. Immediate Improvement Prompts: Example: Write the underlined sentence again correctly. Try this calculation again, using a number line. Re-write the sentence with another word for said to describe how the wolf spoke Ask pupil to copy out a correct spelling, letter formation. Model it- be explicit about how many times. You must give time and mark the correction (a tick may suffice) Future work Improvement Prompts: Reminder Prompts: Don t forget to use varied sentence types Reminder with Example Prompts: Use other words for said you could have used growled or snarled to describe how the wolf spoke Regularly facilitate pupil review of improvement prompts (group work, one to one with a partner, a pupil can highlight where they can see an improvement prompts they have made progress in. Celebrates success by: Praising the child specifically for meeting the learning intention or their personal target 2

3 Support staff will Children who will Minimum expectations for marking Teachers will mark all work. (tick may be sufficient) Work should be returned as soon as possible usually the next day and given at least 10 minutes to respond and improve their work using Red Ed Editing Pens TAs will initial work which they have supported. They may comment when appropriate. If the learning intention has been achieved it will be highlighted pink Comments can be made in the book during class time. Post-it notes can be used to feedback to pupils as they work. Children will be trained to self and peer assess in the same way teachers mark. Adults other than the Teacher -Adults marking work other than the class teacher should initial the marking and work in line with the policy. If coloured pens are not available marking should be in black. Children can mark each other s work and suggest how it can be improved. To be most effective this needs to be carefully managed Train to be Peer Markers Complete Top Line Marking pupils can spot GPS in a piece of work and use the same marking code. Experience Deeper Marking pupils can suggest where improvements could be made. All peer critiques should follow: A class agreement that the critique should be KIND/ HELPFUL/ SPECIFIC An Agreement should state if the child writes on the work directly or on a post it note Both partners should generally be of similar ability. Allows time for reading the work and the steps to success before critiquing Peer marking is effective when used as a mini plenary / partway through a lesson when children can address the points raised. Peer marking helps children to take responsibility for their learning and progress. Leaders who will Governors who Monitor the impact of marking on pupil progress Provide individual and phase feedback on marking Seek Pupil voice on their view of how marking is helping learning Review the policy in practice through work scrutinises within and beyond the classroom Monitor the Academy Development Plans to ensure they provide clear actions so that all children can reach their potential Provide feedback to the academy on the views of stakeholders Ask questions to challenge and support academy leaders Date Approved Sept 2016 Review Date Sept 2018 Ref No RV 7 The policy has been produced as a result of on-going staff development, reflection and research about how children learn It is a working document and will need to be adapted as appropriate. QA Calendar Academy ADP 3

4 MARKING CODES KS2 Marking Codes (Tickled Pink) Highlight learning intention in pink if achieved. Highlight any good choice of words or good answer. Write positive comment in pink pen. (Green for Growth) Highlight learning intention if not achieved. Highlight any improvement points or incorrect answers. Write an improvement comment in green pen Celebrate something special and well done. Sticker. Stamp etc. Positive comment written in pink pen. Red Ed Pupils edit and improve their work using red pens. (This can be done in morning work, part of the lesson, target time or editing time) Cold Write- Highlight good features. (No deep marking necessary) SP GPS ^ Hot Write - Highlight good features, where they have applied their skills or knowledge. (No deep marking necessary) SP in the margin and spelling underlined in the text indicates spelling error. (Practice 3 times) GPS Incorrect grammar/tense/homophone A word is missing Full stop missing? What do you mean? Explain further Wrong case or punctuation. Improve/correct this. // Start a new paragraph At the end of the piece of work: VF G WS I Verbal feedback given Guided work Worked with support Independent work 4

5 Appendix 2 - KS 1 Marking Codes Marking Codes (Tickled Pink) Highlight learning intention in pink if achieved. Highlight any good choice of words or good answer. Write positive comment in pink pen. (Green for Growth) Highlight learning intention if not achieved. Highlight any improvement points or incorrect answers. Write an improvement comment in green pen Celebrate something special and well done. Sticker. Stamp etc. Positive comment written in pink pen. Red Ed Pupils edit and improve their work using red pens. (This can be done in morning work, part of the lesson, target time or editing time) Cold Write- Highlight good features. (No deep marking necessary) SP GPS ^ Hot Write - Highlight good features, where they have applied their skills or knowledge. (No deep marking necessary) SP in the margin and spelling underlined in the text indicates spelling error. (Practice 3 times) GPS Incorrect grammar/tense/homophone A word is missing Full stop missing? What do you mean? Explain further Wrong case or punctuation. Improve/correct this. // Start a new paragraph Finger Space At the end of the piece of work: VF G WS I Verbal feedback given Guided work Worked with support Independent work 5