WRITTEN FEEDBACK THAT DIRECTLY IMPACTS ON LEARNING

Transcription

1 WRITTEN FEEDBACK THAT DIRECTLY IMPACTS ON LEARNING

2 Reviewed and updated September 2012 Marking for content and marking for accuracy of the written work (literacy) are underpinned by AfL approaches developed at The Cumberland School. The first section of the Marking Policy addresses marking for content and written feedback that directly impacts on learning follows in the next section. Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Inside the Black Box, Black &Wiliam 1998)

3 Section 1 Marking for Content Inter-related Policies: Learning and Teaching Homework policy Assessment, recording and reporting Equal Opportunities Gifted and talented Literacy Policy Written feedback that directly impacts on learning Appendix A Quality of Teaching Grade descriptors (informed by Ofsted 2014) Rationale The Cumberland School recognises that teachers monitoring of pupils progress informs and impacts on attainment and that pupils' assessment of their own progress and attainment are central to their learning. The focus of written and oral feedback is to inform pupils and provide them with a clear understanding of how well they have gained knowledge, concepts and skills and then explain what needs to be done to meet the learning objectives. It is then essential that the pupil is prompted to engage with the marking to improve their learning. Marking strategies need to consider the learners and may vary. Marking is most effective when the pupil knows: the purpose of the task; how far they have achieved this; how to move closer towards the goal of their learning. Policy Aims To ensure that all pupils have their work marked in such a way that it improves their learning and builds self esteem. Policy Objectives 1) To enable feedback to be an effective tool for promoting learning for all Cumberland pupils. 2) To develop an interactive process that confirms when pupils are on the right track and then lets them know what needs to be done to improve and make progress. 3) To prompt all pupils to respond to the written feedback given by the teacher thus promoting independent learning and thinking skill development. Expectation It is essential that marking praises positive achievements as well as advising on selective areas where improvements need to be made. Marking should therefore be an ongoing dialogue between teachers and pupils which is: consistent

4 constructive diagnostic motivating clear, linked to the learning and easy for pupils to understand and learn from and involves pupils taking responsibility for marking and improving their own and others work where appropriate. Roles and responsibilities Marking and the implementation of this policy is the responsibility of all teachers. Pupils, parents and governors will also be involved in the monitoring of the quality of written feedback. Senior Leadership Team will: monitor TIC / department marking of each year group in line with the OFSTED quality of teaching grade descriptors and through lesson monitoring. Teachers in charge will: monitor marking; give feedback to their teams as per individual department policy; facilitate standardisation and moderation in accordance with the assessment calendar. Teachers will ensure: All pupils KS2/APS/TA marks are logged in the teachers planners alongside a record of their end of Key Stage 3 level and tracking data. This provides a baseline and indicator for the teacher and pupil to measure whether a pupil is under-performing in either practical or written elements or exceeding initial expectations and thus deserving recognition and encouragement for that. End of year statements will be used to track progress, though in a review process pupils will be informed of the skills they are working at, need to develop or have achieved. It should be made clear to pupils that this is what their teacher considers they are working towards based on the evidence gathered so far. All internal assessments/exams will be assessed to support and inform cumulative progress over time. For GCSE/KS4/Vocational subjects each pupil has been provided access to a syllabus/assessment foci and therefore can refer to the criteria they are being examined against. This is constantly referred to in lessons so pupils can take responsibility for their own learning and self targeting in order to improve. When appropriate, a simplified criterion is used in order to indicate to the pupil what level/ grade they are working at and what target they can set themselves in order to improve further.

5 Marking whether practical, oral or written is diagnostic with the obvious aim of improving standards until the work is submitted either in the form of TA or to the relevant examination board for external assessment. Written work is marked and returned with constructive comments and an indication (if applicable) as to how to improve / gain more marks. The pupil is then given the opportunity to re-do the work. Numbers and grades alone are not appropriate for marking. If a pupil achieves a target set there should be acknowledgement by the teacher. Written class work is marked and returned to allow a pupil to act upon the advice given. Class work is available from Fronter and Departments for absent pupils to find out and complete work missed. In addition, the pupils can contact their teacher at a time specified by the teacher if they have any queries about home/class work. Work, both practical and written, reflects the work covered in the units and develops pupil s skills. Practical evaluation skills are improved through the use of video, discursive work and reciprocal teaching to improve their own and others work. Written diagnostic feedback is given, at least, every 3 weeks. Acknowledgement, detail, peer/self-assessment will be completed as per department marking policy. To promote dialogic marking and explicitly literacy, teachers should use the whole school written feedback that directly impacts on learning policy to standardise the feedback pupils receive. This should be done regularly as per department policy. Opportunity is provided to give oral feedback to pupils/facilitate pupil engagement, on a regular basis, to explain the marking process and the pupil's progress. The teacher/pupil will indicate (as per department policy) when verbal feedback has been given and the pupils should write/note down what that feedback was. When pupils are allowed to mark their own work/their peers work, there must be evidence of validation of their marking and regular teacher marking.

6 Appendix A Written feedback that directly impacts on learning We use the following marks: Mark Means Sp + underline Try this spelling again. C Find the missing or misplaced capital letter. Pu Put in the correct punctuation. // Mark in where the paragraphs should be.? Write this short section at the end, to improve the clarity and appropriateness. E.g. Add in this point that you forgot to include/ give an example. * Well- written section- apt and clear. ** Striking or imaginative writing. Optional extras: additional marks that may be used depending on the subject Mark Means Ct Add the context Ev Provide evidence Vv Vary vocabulary used Gr Correct grammar Pr Take appropriate action to improve your presentation (teacher to indicate) It matters where the mark is: Next to a line - means you can find it in the line Against a vertical pen line means you can find it in this section At the end - means there is a problem throughout A number gives extra help it tells you how many you are looking for.

7 Derived from the for pupils descriptors (Ofsted, September 2015) Appendix B Use the descriptors below to inform your judgment of the quality of written feedback and evidence of progress over time based on the sample of work seen. Identify the grade in the box below and state reasons. Outstanding (1) Good (2) Requires Improvement (3) Inadequate (4) -Teachers provide adequate time for practice to embed the pupils knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up. (2b, d, 4a, 5a,b,c,d) -Teachers check pupils understanding systematically and effectively in lessons, offering clearly directed and timely support. (5c,d, 6b) -Teachers provide pupils with incisive feedback about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.(2c, 6d) -Teachers set challenging homework as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come. (4c) -Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. (3c) -Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils attitudes to learning. (1b,c, 3b, 4b,7c,d) -Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve. (2c, 6a,b,d) -Pupils make substantial and sustained progress, developing excellent knowledge and understanding, considering their different starting points. (2a, 6a,c) -The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points. (2a, 6a,c) -In lessons, teachers develop, consolidate and deepen pupils knowledge, understanding and skills. They give sufficient time for pupils to review what they are learning and to develop further. Teachers identify and support effectively those pupils who start to fall behind and intervene quickly to help them to improve their learning.(2d, 3a,5a, c, d) -Teachers give pupils feedback in line with the school s assessment policy. Pupils use this feedback well and they know what they need to do to improve.(2c, 6d) -Teachers set homework, in line with the school s policy and as appropriate for the age and stage of pupils, that consolidates learning and prepares pupils well for work to come.(4c) -Teachers develop pupils reading, writing and communication, and where appropriate mathematics, well across the curriculum. (3c) -Teachers expect and encourage all pupils to work with positive attitudes so that they can apply themselves and make strong progress. (1a,4b) -Pupils develop the capacity to learn from mistakes and they become keen learners who want to find out more. Most are willing to find out new information to develop, consolidate and deepen their knowledge, understanding and skills. (1a,b, 7a,b,d) -Most pupils commit to improving their work. They are given time to apply their knowledge and understanding in new ways that stretches their thinking, and to practice key skills.(4a,5b) -Teachers promote equality of opportunity and diversity in teaching and learning. (1a, 5c, 8a) -Almost all pupils make consistently strong progress, developing secure knowledge and understanding, considering their different starting points. (2a,6a,c) -The progress of disadvantaged pupils, disabled pupils and those with special educational needs is close to or is improving towards that of other pupils with the same starting points. (2a,6a,c) Outcomes are not yet good. Work set and completed, usually meets individual pupils needs. Tasks set enables most pupils to work hard, achieve, and make progress. Teaching of skills may be inconsistent (literacy) ie the written feedback that directly impacts on learning code is not uniformly implemented across the department. Assessment/ written feedback may lack rigor, with some repetition of work and lack of challenge as a result. Work is monitored and marked regularly and general misconceptions are picked up. Appropriate homework is set and feedback contributes reasonably well to learning. Pupils are informed about their progress and how to improve through marking and dialogue this is usually timely and encouraging. Outcomes are likely to be inadequate if one or more of the following applies: -Weak assessment practice means that teaching fails to meet pupils needs. -Pupils or particular groups are making inadequate progress because teaching does not develop their knowledge, understanding and skills sufficiently. -Pupils cannot communicate, read, write or apply mathematics as well as they should, so they do not make sufficient progress in their knowledge, understanding and skills because they are unable to access the curriculum. -Teachers do not promote equality of opportunity or understanding of diversity effectively and so discriminate against the success of individuals or groups of pupils. -Learning activities are not sufficiently well matched to the needs of the pupils. -Teacher s expectations are not high enough. -Teaching over time fails to engage or interest particular groups of pupils including SEN/D -Assessment takes too little account of pupils prior learning or their understanding and is not used effectively to help pupils improve