Marking and Feedback Policy

Transcription

1 Marking and Feedback Policy Introduction At Belswains Primary School we believe that all children are entitled to regular and informative feedback on their learning as part of the ongoing cycle of assessment. Assessment for Learning is central to the approach we take to providing this feedback. Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there. Assessment Reform Group, 2002 The intention is for Assessment for Learning (AfL) to occur in every lesson. AfL improves learning and raises standards. The way teachers mark and provide feedback to children is central to this process. Aims We mark children s work and provide feedback on their learning in order to: provide them with specific information on the extent to which they have met the learning objective and/or their individual targets; give them a clear understanding of how far they have come in their learning and what they need to do next to make them even more successful in their learning; show that we value their work; boost their self-esteem and aspirations through the use of praise and encouragement; promote self-assessment, whereby children recognise their difficulties and are encouraged to accept guidance from others; share expectations; provide a basis for summative and formative assessment; provide the ongoing assessment that informs our future lesson planning. Key characteristics of Assessment for Learning 1. Learning Objectives 2. Success Criteria 3. Questioning 4. Feedback and Marking 5. Adjusting teaching to take account of results 1. Learning Objectives Effective learning takes place when learners understand what they are trying to achieve and why it is important. Staff therefore share with the children the learning objective for each lesson as this gives the children a focus, enabling them to review their own progress and to judge whether they have been successful in their learning. 1

2 The learning objective focuses on learning, not activities. It is often useful to start learning objectives with I can, to know or to be able to 2. Success Criteria Developing success criteria to achieve learning objectives helps provide children with a framework against which they can focus their efforts, evaluate their progress and discuss their difficulties. Success criteria can be generated by the teacher, but it has been recognised that where children are involved in generating success criteria they develop a better understanding of what they are striving to achieve. Success criteria provide a framework for a dialogue with children. Discussions focus on how well the success criteria have been met. 3. Questioning Questioning lies at the heart of learning and teaching and we use it in a variety of ways, e.g. to assess a child s starting point so that teaching can be adapted to meet their needs or to probe their understanding of a new area of learning. We recognise that although there is a place for closed questions, open questions are best for encouraging more complex and higher-order thinking, e.g.: What do you think? How do you know? Why do you think that? What if? What do you think happens next? Why? We use a variety of methods for selecting which children will answer questions, e.g. random selection through the use of lolly sticks, framing specific questions for individual children and the hands-up approach. We also use talk partners or buddies so that children can discuss and rehearse their answers. 4. Feedback and Marking The purpose of AfL is to provide feedback in such a way that children will move on in their learning. Teachers identify the next steps to learning as well as responding to the misconceptions children make. Feedback is given in a variety of ways: Verbal Feedback Children will work in an environment where learning is seen as something that requires effort. The language staff use will reflect this, e.g.: I know you are finding this difficult - I m going to help you. When you find something challenging, it s an opportunity to learn something new. We recognise that children benefit from discussing their learning and articulating their needs. In order to do this they need to be given time to reflect on their learning. Teachers will use the following types of prompts to promote this: What did you find difficult about learning to...? What helped you when something got tricky when you were learning to? What do you need more help with about learning to? What are you most pleased with about learning to...? What have you learnt that is new about..? What do I need to do next to get better at? 2

3 Verbal feedback in any lesson will focus on the learning objective, success criteria and, where relevant, a child s individual targets. When detailed verbal feedback is given to a child about their written work the teacher will write VF on the child s work. Verbal feedback is the primary method of providing feedback to children in the EYFS. As with all children, it is used to enable the children to understand where they have been successful in their learning and what they need to do next to be more successful learners. Marking All work (including homework) will be marked by the teacher. The exceptions to this are work that is peer or self assessed, work that is marked either right or wrong (ticks or crosses) or work children have completed with a teaching assistant. Where a TA marks work the following codes are used: TA (I) - indicates a child was taught or supervised by a TA but completed the work independently. TA (S) - indicates a TA supported the child. All marking carried out by a member of staff will be done with a green pen. Comments will be written in a clear and legible hand that follows the school s handwriting policy. Work marked by the children will be in a contrasting coloured pencil. Summative Marking This consists of ticks and crosses and is associated with a closed task. Children will at times self mark, mark with their buddy, mark in a group or mark as a class. This type of marking enables staff and children to gain a quick insight into a child s ability or understanding in a particular area of the curriculum e.g. times tables. Formative Marking Three Stars and a Wish This is focused marking which gives children feedback on how successful they have been in meeting the learning objective and their individual targets. It is carried out by the teacher and the children (peer and self assessment) as follows: 1. Highlight (with a highlighter pen) up to three places where the child has written the best aspects against the learning objective. 2. Put an arrow at the side of the work to show where some improvement can be made. 3. Put an arrow at the end of the work* and write the closing the gap prompt (see page 4). 4. Give the child time (early morning task or during lesson time) to improve their work and respond to the closing the gap comment. *Note: it may be more appropriate, particularly in upper KS2, for children to write on the left hand page, leaving the right hand page for closing the gap improvements and other editing they may want to make while they are doing their work. Literacy: three stars and a wish marking is used at least once (for a unit of work that lasts up to 2 weeks) or twice (for a unit of work that lasts up to 4 weeks) during a unit of work. The smiley face system is used for all other literacy marking (see marking in other areas of the curriculum on page 4). 3

4 Other subjects: three stars and a wish is an effective way of providing feedback and moving children on in their learning in other subjects too, e.g. in history, it would focus on history learning objectives as well as a child s individual targets. Teachers will use their professional judgement in deciding which subjects to mark in this way but the expectation is that it will be used approximately 3 times per half term across all subjects (not 3 times per subject), in addition to literacy. Three stars and a wish marking is introduced in Y1 as one star and a wish. The number of stars is increased as appropriate to a child s ability. Closing the gap prompts Reminder prompt: most suitable for more able children, this simply reminds the child of what could be improved, e.g.: Say more about how you feel about this character Scaffold Prompt: most suitable for children who need more structure than a simple reminder prompt, this prompt provides some support, e.g.: Describe how this character is a good friend. Describe something that happened that showed you this character was a good friend. He showed he was a good friend when... Example Prompt: successful with all children, but especially with average or below average children, this prompt gives the child a choice of actual words or phrases, e.g.: Choose one of these or use your own: He is a good friend because he never says unkind things about me. Or My friend is a good friend because he is always nice to me. Target Cards All children from Year 1 to Year 6 have Target Cards which identify areas of writing that need improving (these areas will not necessarily be picked up in the framework). Targets are personalised and are expected to move children on in their learning. Targets must be written in a child-friendly way. In Y1 and Y2 the targets are often pictorial. Children will use their target cards to support their writing across the curriculum, not just in literacy lessons. They will have their target cards in front of them whilst writing and will be reminded to refer to them. Where appropriate, children will take responsibility for their targets and present their writing with their target card to their teacher when they feel they have met one of their targets. When marking, teachers or children (through peer or self assessment) will identify success against targets as follows: T1 : the child has met this target T1?: the child has not met this target New T: the child has a new target to replace one they have achieved. Marking in Other Areas of the Curriculum In all lessons children make the learning objective clear in the title of their work. 4

5 The teacher s marking involves the use of smiley faces to identify success against the learning objective and success criteria as follows: beside the learning objective: L.O. met beside the learning objective: L.O. partially met beside the learning objective: L.O. not met Where a learning objective has not been met the child receives verbal or written feedback to explain where/how they could have been more successful in their learning. 5. Adjusting teaching to take account of results Pupil feedback and marking is used to inform future planning. This takes the form of annotations on weekly or medium term plans, notes in Learning Journeys in the EYFS or comments on Assessing Pupil Progress (APP) records. Summary of Codes T1 Learning objective met Learning objective partially met Learning objective not met The child has met this target T1? The child has not met this target New T The child has a new target to replace one they have achieved TA (I) Child was taught/supervised by a teaching assistant but completed the work independently TA (S) Teaching assistant supported the child VF Verbal feedback was given to the child Eileen Anderson Headteacher April