CARDINAL POLE CATHOLIC SCHOOL Formative Assessment and Feedback Policy 2016 Approved by Governors Signed: Date: 09/03/2016 Review due date (3 years): 03/2019 1
Mission Statement Cardinal Pole Catholic School is a learning community for all based upon partnership and respect. It is a strong and vibrant place which recognizes the importance and individual needs of every pupil and member of staff. Praise and encouragement is vital in creating a climate of learning and high expectations supported by teaching of the highest quality. The school is full of confident, creative and fulfilled young people and staff. They are celebrated as individuals unique creations of God who deserve our support, love and trust as they begin the great journey of life. This policy should be read alongside other policies of the school, particularly: 1. Rationale Teaching and Learning Policy Homework Policy Target Setting and Reporting Policy Curriculum Policy SEND Policy Inclusion Policy Assessment describes any process that involves the evaluation or appraisal of a student s knowledge, understanding, skills, attitudes or abilities. In a classroom this can be achieved through a variety of means, such as reading facial expressions to check understanding, circling the classroom listening to pupils discuss a question on board to clarify how much students already know or can recall from a previous lesson. Other methods include the extent to which a student meets assessment criteria for a homework task, their responses to questioning in a miniplenary and the questions the students ask of you. There are also end of unit or topic tests which provide an evaluation of students performance under timed/examination conditions. At Cardinal Pole, assessment is taken to be an integral component of teaching and learning, and serves multiple purposes. In addition to enabling evaluation and measurement of students learning, effective assessment shapes and enhances student learning. All assessments should therefore be: designed to enable students attainment of intended learning outcomes/objectives, and measurable against explicit criteria. Our approach recognises that assessment is central to learning and teaching, and is not designed solely to measure student learning. Also essential to enhancing learning, is the provision of continuous feedback to students on their learning; it is recognised that feedback takes different forms (e.g. Immediate one to one verbal feedback, written feedback (also referred to as marking), replies to posts on a discussion forum). However, in relation to assessment useful feedback is feedback that is specific in telling students the extent to which they have met assessment criteria/objectives, and tells them what they need to do to improve. The role of feedback in effectively supporting student learning should be recognised at the assessment design stage, where factors such as the timing and sequencing of assessments and related feedback should be planned for and agreed. 2
1.1 Assessment design stage: The curriculum plan identifies the knowledge and skills, which we call assessment objectives that will be taught over five years. All assessment - e.g. questioning, written feedback, homework, tests, must enable teachers to evaluate and measure students learning and be planned into SOWs. In the Cardinal Pole, our virtual learning environment (VLE), Frog, also offers various tools to support effective practice in assessment and feedback, including, online assessment submission and return of feedback, self-marking tests, forums/discussion groups and efficient safe communication with different student and staff groups. 1.2 Sequencing of assessments: The curriculum overview identifies the sequence in which the assessment objectives will be taught the assessment objectives for each Scheme of work (SOW) assessment objectives for each subject mapped against Cardinal Pole grades. Our SOWs: derive from the subject curriculum plan identify the learning outcomes/objectives on a week-by-week basis identify assessment objectives which are always differentiated identify formative assessments and feedback: e.g. questioning, discussion, mini-plenary, homework; feedback/marking - e.g. self-assessment, teacher feedback/marking, peerassessment the teaching outline (tasks) which should enable students attainment of the intended learning outcomes/objectives (which must be measurable against explicit criteria). Summative assessments are written into the curriculum overview at the start of the academic year. It is expected that summative assessments are a cumulative evaluation or appraisal of a student s knowledge, understanding, skills, attitudes or abilities. 2. Formative Assessment 2.1 Assessment for Learning Assessment that is for learning, as opposed to of learning, looks forward as well as back. Teachers who assess in this way are concerned not just to confirm and verify what their students have learnt, but also to help their students and themselves understand what the next steps in learning should be and how they might be attempted. This kind of assessment has a formative purpose: it helps to shape what lies ahead rather than simply to gauge and record past achievements. The main strategies considered important for Assessment for Learning (AfL) sharing learning goals, formative feedback, peer and self-assessment, and the formative use of summative tests have been found to be overwhelmingly positive in terms of their potential to promote improvements in teachers classroom practice. (Assessment for Learning, Oxford University, CFBT 2013) We currently follow five areas of AfL which form the basis of our assessment in lessons. Quality Learning Objectives and Effective Plenaries 3
Use of Success Criteria Effective Questioning and Discussions which evidence learning Involving students in Self and Peer Assessment Providing feedback which moves learners forward 2.2 Feedback and Marking Feedback and marking are valuable and essential to the teaching and learning process. We can improve learning through effective feedback. Effective marking informs future planning and helps students understand their achievements and what they need to do in order to improve further. Our feedback and marking aims to raise standards of achievement of all students by: Motivating students to take responsibility for their own learning; Assisting students in understanding what they need to do to move their learning on by providing clear feedback and next steps; Keeping a record of students progress to inform accurate assessment; Informing relevant planning to ensure progress. 3. Feedback and Marking Expectations Feedback and marking can be: Written dialogic, diagnostic, praise and closing the gap marking. Oral to student Peer and Self-assessment Use of rewards achievement points, Good News / subject postcards home Displays - compilations of work; performance work, success criteria, work annotated to show how to achieve a certain grade/level Feedback and marking that moves students forward will: Use only comments for the majority of feedback Be closely connected to learning objectives and success criteria Will be based upon the learning rather than the effort. Confirms that students are on the right track and clearly identifies students next steps. In order to ensure whole school consistency teachers will employ a range of strategies: 1. All staff across all key stages will use red for making comments (including ticks and crosses) on work. 2. It is an expectation that students will receive regular feedback in their exercise books. Work which will receive quality/rich teacher feedback will usually be homework or other tasks students have completed independently (incl. group tasks). 3. Work sampling (student's work) will be included as part of regular departmental and whole school work scrutiny/sampling. Exercise books, essays and controlled assessment and examination papers will be reviewed in internal standardisation (moderation) meetings and for sharing best practice. 4. Student feedback should be prompt and useful and should be returned to students within a two week window from its due date. 5. All teachers should devise a feedback and marking schedule for the classes they teach. Once agreed this must be shared and agreed with their line manager. 6. Teachers should acknowledge all classwork and homework in-keeping with the guidelines for organisational/presentational feedback (see feedback and marking guidance - Appendix 9, page 22) 7. Teachers should identify no more than 2 or 3 areas for improvement. 4
8. Teachers should make suggestions as to how the improvements can be achieved. 9. Feedback and pieces of work that will be quality marked should be planned (identified in SOWs). 10. Teachers should use structured peer assessment regularly against success criteria. 11. Feedback should be specific, prompt dialogue and reflective self-assessment. 12. Students should be invited to comment on the feedback. All student responses should be in green pen. 13. Consistent marking codes must be used by all teachers. As a minimum all teachers should use the whole school SPAG marking code (and or a version which is subject specific and is inkeeping with whole school marking codes). 14. All teachers must mark for literacy as well as content. 5
Feedback / Marking Expectations Diagnostic feedback: closes learning gaps and accurately identifies next steps NOTE: is well-planned, is linked to success/ exam criteria, grade descriptors Teachers give feedback in red pen pupils are expected to respond to teacher comments (incl. SPaG marks) in green Pupils response to feedback in green pen can be written or verbal Teachers responses are in red boxes can be seen in pupil exercise books, in Frog a record is kept in a teacher markbook (paper-based or electronic) can include a grade Acknowledgement feedback: In some subjects this can be identified as ticks/crosses, a teacher signature, an acknowledgement stamp, praise stickers / emoticon stamps, etc. Pupils are not expected to respond (unless literacy/spag marks have been given) Students should receive teacher feedback as follows: Key Stage 3 Key Stage 4 Key Stage 5 Every Half Term Diagnostic Diagnostic Diagnostic 6 weeks Acknowledgement Acknowledgement Acknowledgment Feedback Feedback Feedback English 2 2-3 3 3 3 3 Maths 3 3 3 3 6 6 Science 3 3 3 3 6 6 PE Verbal Feedback & Verbal Feedback & Weekly after school 3 Coaching (on-going) Coaching (on-going) sessions (6) NA NA Art 2 2 2 2 2 2 Computing / ICT 2 2 3 3 3 3 Drama Verbal feedback (2) 1 3 3 6 3 Music Verbal Feedback ongoing and acknowledgment mark (1) Verbal Feedback using Garageband to record comments Verbal Feedback ongoing Verbal Feedback using Garageband to record comments Business and Economics NA NA 3 3 TBC 3 DT 2-3 2-3 3 3 NA NA History Geography MFL 2-3 2 3 2-3 *2-3 *2-3 RE Social Sciences NA NA 3 2-3 *2-3 *2-3 *Sometimes weekly *Sixth Form includes folder and notes checks NA NA 1
Green Pen Strategy - Guidance The purpose of the Green Pen Strategy is to include and involve pupils in the assessment process. It allows pupils to find areas improvement and correct mistakes, respond to feedback, and redraft work using a green pen. At Cardinal Pole, the Green Pen Strategy has two purposes: 1. To improve self, peer and dialogic marking in order to give pupils clear advice on how to improve their work and take the next steps. 2. To support our cross-curricular improvement of literacy, giving pupils opportunities to redraft their own work in the light of feedback. Green Pen Strategy and Peer and Self-Assessment The Green Pen Strategy supports peer and self-assessment. Peer assessment, when done effectively, provides pupils with valuable feedback enabling them to learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge, enables pupils to achieve more than they can unaided. Effective Peer and Self-Assessment: Takes time, planning and commitment; Requires the process to be modelled for them (especially at the beginning); Takes place when pupils clearly understand the success criteria for the piece of work making standards explicit is key to unlocking understanding; Ensures that pupils are taught structures of language they can use and are given prompt sheets as useful as a starting point; and Ensures that sufficient time is planned into the lesson to allow for discussion and subsequent action, including. Pupils will expect teachers to make use of the Green Pen Strategy, and in Pupil Planners, the following guidance on the Green Pen Strategy is given to them. Will always bring a green pen to school. Every time you finish a piece of written work, use your green pen to correct any mistakes that you can find. Do refer to the success criteria and your individual targets. Your teachers will ask you to green pen check either your own or a peer s work during lessons or as homework. If you get into the habit and do this every time you finish a piece of writing, this will help you to improve your levels or grades. Revisit your work once it has been assessed by your teacher/peer; make sure you take on board the feedback given. Re-draft your work and/or respond to your teacher/peer s feedback in your green pen. 2
Code for annotating work (SPAG Codes) Margin Mark Meaning // New paragraph needed S ^ Sp C No paragraph needed Something missed out Spelling mistake Change to/from a capital letter? Doesn t make sense Wrong Good point Very good point Grammatical error Gr Expression, Rephrase - - - Missing punctuation 3
Homework Homework must be set at an appropriate time within the lesson and must be explained to students. Homework should be set according to the homework timetable which is distributed at the start of the academic year. The whole school homework timetable will be on display in all classrooms and Year notice boards. The frequency of homework setting is explained in appendix 2 (on page 13). Homework must be marked and returned to students as set out in the feedback and marking expectations document on page 22. Homework Frequency The frequency of homework set will vary according to subject and the focus for each term. Homework timetables will be published in student curriculum handbooks for each half-term at the start of the school year. Subject How often KS3 KS4 and KS5 English, Science, Maths, RE Once a week Twice a week Art and Design Design and Technology Drama Geography History IT Modern Foreign Languages Music Once every week or an extended project Twice a week Drama Once every two weeks Twice a week PE Do not set homework at Key Stage 3 because they run lunchtime and/or after-school clubs/fixtures (see Extended Schools leaflet). Twice a week 5. Monitoring and Evaluation of the Quality of Teaching: Homework Homework provides students with the opportunity to deepen understanding and reinforce classroom learning; and enables teachers to assess the extent of students' understanding and evaluate their own effectiveness. Teachers should keep records of homework completion and standards in their markbooks. These records should be maintained and used for discussion in intervention meetings, summative data reporting and to inform dialogue with students, parents and other professionals. Role Responsible for: Report findings to: Form Tutor Class Teachers Maintenance of planners for a Form Group Monitoring the recording and completion of homework across a Form group Checking Parent s signatures Checking the presentation and organisation of exercise books / folders Setting and marking homework (and monitoring classwork in exercise book) Updating the Class Profile Head of Year Head of Department HoYs Maintenance of planners across a Year group Monitoring the recording and completion of homework across a Year group Monitoring the progress and attainment of individual students and groups of students within a year group Developing a picture of Year / Form issues Assistant Headteacher HoDs and SLs Monitoring the quality of feedback and marking in their dept./subject Monitoring the setting of homework Line Manager & Deputy 1
Developing a picture of department issues Exploring differences between classes and groups AHT Developing a picture of issues across a Year/Key Stage Recording the completion of homework across a Year group Tracking and monitoring the progress and attainment of individual students and groups of students within and between year groups DHT Making judgements about the quality of provision (Teaching) Monitoring agreed actions leading to improvement of identified areas for development Headteacher (T&L) SLT HT Work Sampling (Book Scrutiny) We scrutinise students work to explore differences between classes or groups; develop a picture of whole school issues; track and monitor the progress and attainment of individual students and groups of students within and between year groups and to give the Head of Department an overview of the subject. Exercise books (incl. folders and work stored and assessed electronically) and student planners will be reviewed throughout the year. See appendix 9 regarding the frequency of teacher feedback/marking and presentation guidance. Responsibilities Form Tutors, Class Teachers, Heads of Year, Heads of Department and SLT together contribute to monitoring and evaluating the quality of students exercise books and planners. Role Responsible for: Report findings to: Form Tutor Maintenance of planners for a Form Group Monitoring the recording and completion of homework across a Form group Checking Parent s signatures Head of Year Class Teachers Checking the presentation and organisation of exercise books / folders Setting and marking homework (and monitoring classwork in exercise book) Updating the Class Profile Head of Department HoYs Maintenance of planners across a Year group Monitoring the recording and completion of homework across a Year group Monitoring the progress and attainment of individual students and groups of students within a year group Developing a picture of Year / Form issues Assistant Headteacher HoDs SLs and Monitoring the quality of feedback and marking in their dept./subject Monitoring the setting of homework Developing a picture of department issues Exploring differences between classes and groups Line Manager & Deputy Headteacher (T&L) AHT Developing a picture of issues across a Year/Key Stage Recording the completion of homework across a Year group Tracking and monitoring the progress and attainment of individual students and groups of students within and between year groups DHT Making judgements about the quality of provision (Teaching) Monitoring agreed actions leading to improvement of identified areas for development SLT HT 2