Serlby Park Academy. Marking Policy, Secondary Phase.

Transcription

1 Setting standards for success Serlby Park Academy Marking Policy, Secondary Phase. Reviewed December 2017 Reviewed by SPr, RTh,MC Proposed date to present to EAB Date approved by EAB Date of Next Review December

2 Contents 1. Overview Objectives Principles of marking and feedback The Five Main Types of Formative Marking and Feedback at the Grange School...4 i. In-Depth Teacher Marking...4 ii. Peer and Self-Assessment...4 iii. Verbal Feedback...4 iv. Marking for Literacy Using Whole School Codes...5 v. Light Touch/Acknowledgement Marking DIRT (Dedicated Improvement and Reflection Time) Marking...5 i. Examples of DIRT marking:...6 ii. Teacher Guidance for effective DIRT marking: Policy Summary and Frequency Guidelines Scrutiny Formal Assessments Monitoring and Tracking Progress Policy Review What Constitutes Effective Marking and Feedback? Work Scrutiny Success Criteria...10 Appendix 1: Exemplars of Good Practice

3 Philosophy At Serlby Park Academy we believe that marking and feedback should form an integral part of the teaching and learning process by enabling teachers to inform students individually of their achievements, address misconceptions and celebrate good work. The responses to student s work should focus on successes and areas of development against learning objectives and success criteria, enabling students to become reflective learners. The information gained should then feed directly into assessment and planning to create a cohesive and efficient system. Objectives 1. To monitor, evaluate and review learners current stages of progress, and identify their next steps for progress and improvement. 2. To give learners accurate feedback on their progress and achievement. 3. To promote a positive self-image and growth mind-set for learners, in accordance with school aims, and, through this, encourage them to value and take pride in their work. 4. To celebrate and reward student achievement and progress. 5. To agree and set challenging targets for improvement. 6. To standardise the marking procedures throughout the school. 7. To enable learners to self-evaluate their work and take responsibility for setting their own targets. 8. To provide evidence for assessment, recording and reporting. Principles of Marking and Feedback 1. Marking will be against the learning objectives, task criteria and individual targets. 2. Any learning points/misconceptions will be addressed. 3. Learners will have the opportunity to reflect on their feedback and question comments. 4. There will, whenever possible, be an opportunity for the learner to participate in the process so that there is a shared perspective on feedback, marking and target setting. 5. The following pens will be used as follows: Pen Colour Black/Blue pen Green Pen/Marking Stamps Red pen Task Undertaken Student work Teacher feedback Student response/self/peer assessment 3

4 The Five Main Types of Formative Marking and Feedback at Serlby Park Academy 1. In-Depth Teacher Marking 2. Peer/Self-Assessment 3. Verbal Feedback 4. Marking for Literacy Using Whole-School Codes 5. Light Touch/Acknowledgement Marking 1. In-Depth Teacher Marking (DIRT) This should result in good quality written feedback and should use the What Went Well/WWW and Even Better If/EBI framework and/or the DIRT framework. Time must be built into subsequent lessons to allow learners to review their strengths and respond to the feedback they have been given. This should be written at the end of the piece of work in green pen, beginning with WWW and EBI. Students will respond in red pen. (See section on DIRT marking) 2. Peer and Self-Assessment This can be a useful activity if done sparingly and in an environment where students have been taught to do it effectively. This should be done in red pen to highlight it as student marking and not teacher marking. All peer and self-assessment should be verified by staff whilst acknowledgement/light touch marking is being undertaken. 3. Verbal Feedback Verbal feedback is a valuable form of formative feedback. Some faculties may use this type of feedback more frequently because of the nature of their subject. For example in design and technology, art, music and physical education the most effective feedback is often verbal. In written subjects such as English, Humanities, Maths etc. verbal feedback may be identified as having taken place using the Verbal Feedback stamp. 4. Marking for Literacy Using Whole School Codes It is not expected that staff correct all punctuation and grammatical errors in all pieces of writing. Neither will every spelling mistake need to be corrected. For less able learners, it may be necessary to write the correct version for the learner. As learners gain confidence and knowledge, they should be able to identify and correct their own mistakes. All staff should use the whole-school marking code. The code forms an integral part of the Literacy Policy and should be displayed in every classroom and in the books of every student. 4

5 School Literacy Marking Code Code Explanation exp Expression error underlined Shows the point that a new II paragraph should begin Shows the point that a new I sentence should begin Connecting word or phrase C missed P Punctuation SP Spelling error underlined CL Capitalisation error circled TS Introductory statement needed ^ Missing word V Vocabulary error? Something not clear Reading Code Pt Q Need to introduce a quotation with an introductory statement or point. Develop or expand comments Add quotation or reference PROUD P: Write in pen, blue or black R: Use a ruler for straight lines and to rule off finished work O: OOPS! Draw a neat line through mistakes using a ruler U: Underline the date and title D: Draw in pencil 5

6 DIRT (Dedicated Improvement and Reflection Time) Marking As well as providing students with feedback on the work they have completed and targets for improvements, it is also vital that teachers build into their lesson opportunities for students to act upon this information and advice. DIRT marking (Dedicated Improvement and Reflection Time) is the process of allowing students to reflect/act upon the comments that have been written as feedback. Therefore ensuring the feedback is being put to use and is supporting the progress of our students, not for their next piece of work but NOW in their lesson. DIRT lessons can take as long as you feel necessary, they can form the starter or for longer pieces of work (e.g. controlled assessment) take the whole lesson. Essentiality DIRT marking is that time honoured good practice of getting students working really hard to ensure that the standard of their work is the best it can be. Examples of DIRT marking: Reflection and responding to precise feedback. Students using teacher feedback to analyse their own work, question by question improving methodology and accuracy of answer. Feedback in the form of questions to extend students understanding. This scaffolds student understanding, step by step, with the expectation that students act upon their feedback using DIRT writing an appropriate detailed response to teacher feedback. Drafting and proof reading, their books with a clear signal that improving their writing and literacy is a basic, but crucial expectation of their learning. In this case DIRT marking is about improving extended writing and ensuring students proof read their work automatically. Teacher Guidance for effective DIRT marking: 1. Keep it focused. If you simply hand back work to students and tell them to improve it all, then the response will invariably be less than successful! Students need specific support and to avoid overloading students we need to focus on specific improvements to their work that can be implemented immediately. 2. Model and scaffold. Models of work, with specific strengths or weaknesses, are crucially effective toward increasing student understanding. Seeing an outstanding exemplar helps lessen the load and gives students a high standard to aim for with their own work. Reviewing a poor example, picking apart its flaws with the teacher, or improving upon a weak example of work also helps scaffold their understanding about what is required to improve their own work. DIRT time may seem to be about independent work, but in actuality there is still a need for guidance from teacher expertise. 6

7 3. Targeted feedback. If students are receiving regular high quality feedback that is targeted and precise in each of their subject areas then cumulatively they should learn clear patterns regarding how they need to improve in specific subject areas as well as recognising common patterns. Marking is therefore crucial it determines teacher planning and it can be a defining factor for successful DIRT. 4. Utilise verbal feedback to support DIRT marking. If we establish a really clear focus for DIRT, with good quality models, scaffolds and targets for improvement, then students should be sufficiently focused to allow the teacher to undertake good quality one to one feedback whilst DIRT is taking place. Policy Summary and Frequency Guidelines Type of marking Method of Identification Frequency Every 2 weeks and/or all extended pieces 1. DIRT marking WWW/EBI Green pen(staff)/red pen(students) 2. Peer/self-assessment, PROUD Red pen(students)/green pen staff acknowledgement At teacher s discretion but must be regular part of classroom routine 3. Verbal Feedback/ School stamp As appropriate on a 4. Marking for literacy Literacy marking codes Green pen(staff)/red pen(student corrections) 5. Teacher acknowledgement of student feedback from DIRT Comments that celebrate and encourage, green pen, School stamps/stickers lesson by lesson basis Continuous Whenever students have responded and acted on feedback Marking Scrutiny Every week at departmental level. This will be overseen by Curriculum Leaders and their senior link to ensure that this policy is being adhered to and to share good practice. Every four weeks, senior links will report to the Principal on the standard and quality of marking and feedback within their link departments. Further book scrutiny will occur during Department Reviews and whenever requested by the Principal. 7

8 Formal Assessments It should be noted that formal assessments should be separate to book-based work and identifiable as such. Monitoring and Tracking Progress Students will be able to identify their progress towards their targets after each assessment. All students will track their progress over a series of assessments, these will be summarised in student books and folders. Students should be involved in tracking and monitoring their own progress. Policy Review This policy will be reviewed annually by The Senior Leadership Team. Changes will be made to ensure that this policy reflects best practice and is up to date. A Head of Department / Subject Leader s role To ensure the departmental marking policy allows the school marking policy to be effectively implemented. To ensure regular work scrutinies are carried out in line with the agreed quality assurance schedule with feedback given to teaching staff and the appropriate forms completed and passed on to line managers. To plan opportunities each term to moderate key marked pieces of work and assessments to ensure consistency. To provide mark schemes where necessary. To provide level and grade descriptors and monitor their understanding by all pupils (these maybe displayed on classroom walls or in the front of exercise books). To monitor marking to assess pupil motivation and impact on self esteem, giving rise to rewards such as house points. What Constitutes Effective Marking and Feedback? Focus 1: Adherence to the marking policy Is there adherence to the marking policy? Is there evidence of DIRT, peer and self-assessment, and PROUD? Focus 2: Marking for Literacy Do learners receive feedback on use of grammar, spelling, punctuation and appropriateness of language (and subject specific language)? Are errors regularly reviewed? Is there evidence that students are making progress in literacy? 8

9 Focus 3: Frequency of marking/feedback Are there examples of DIRT marking as well as other forms of marking within an appropriate period of time? Focus 4: Monitoring of progress Are students aware of their target grade/current grade and what they need to do to improve? Focus 5: Quality of written feedback Do learners receive good quality, constructive written feedback? Are learners praised for positive aspects of their work? Do learners have an opportunity to respond to the feedback/targets? Are misconceptions addressed? Focus 6: Presentation/PROUD Do learners take pride in what they are learning and recording? Is poor presentation and organisation tackled appropriately? Focus 7: Differentiation and Progress over time Is there evidence of a variety of appropriate tasks? Have students acted on feedback and demonstrated progress over time? Is there evidence of differentiation? Is there evidence of appropriate challenge? Work Scrutiny Success Criteria Focus Requires Improvement Good Outstanding F1 F2 F3 F4 Adherence to the marking policy is evident. Marking for Literacy is evident in exercise books and grammar, spelling and punctuation are commented upon. There is evidence of use of the school s Literacy Marking Code. Work is marked within the agreed period. Students are not fully aware of where they are on their learning journey. The marking policy is consistently and has an impact on student progress. Marking for Literacy is clearly evident. Students act upon and respond to Literacy marking. Work is marked within the agreed period and there is at least one example of marking in detail (see F4) within the agreed period of time. Students are aware of their target grade and their current grade. Students are aware of what steps they need to take to progress to the next level. The marking policy is used effectively and students are making progress over time. Marking for Literacy and reviewing errors is clearly evident in work. Students are making progress over time in Literacy. Work is marked within the agreed period and there are several examples of marking in detail (see F4) within the agreed period of time. Students use the advice they are given to make progress consistently and progress over time is demonstrated. 9

10 F5 F6 F7 There are examples of written feedback DIRT which includes praise and suggested areas for improvement. Comments may be brief or generic/unspecific. Little evidence that presentation and organisation are rewarded/challenged. PROUD Little evidence that differentiation and challenge have taken place. DIRT feedback it is written in a clear and constructive manner. Learners are praised for their work and are challenged where work is deemed inadequate. Teacher comments question understanding of concepts and may offer challenge. Presentation and organisation are rewarded/challenged and there is evidence that work improves, where presentation and organisation were previously inadequate. PROUD There is evidence that differentiation has taken place and some challenge has been set. Misconceptions are clearly addressed and student understanding of concepts is developed. Progress overtime can be seen as a result of DIRT marking. Learner responses are well-thought out and students are challenged regularly. Presentation and organisation are rewarded/challenged and there is evidence that work improves, where presentation and organisation were previously inadequate. Learners clearly take pride in how work is presented. PROUD Appropriate differentiation and challenge are used consistently to advance pupils' learning. 10

11 Exemplars of DIRT marking 11

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