Marking and Feedback Policy – Discovery

Version

1.1

Review Date

April 2018

 Review Cycle

Biennially

 Review Due

 April 2020

 Author / Owner

Geoff Cherrill

Introduction

Marking complements and assists teaching and learning. It serves as a tool for assessing individual and school performance. Marking should be diagnostic and inform pupils of the next steps needed in their learning in order to improve their work. Marking will also provide focused feedback on the learning objective / success criteria for that lesson whenever appropriate.

This policy has a number of appendices, which explain in more detail marking in specific areas i.e. marking and feedback for pupils who cannot access written feedback, PE and Art.

The Nature of Marking

  • All work should be marked in line with the school’s policy.
  • Marking should be constructive.
  • Marking should be done by the teacher or TAs to:

               -     indicate achievement in relation to the learning objective/success criteria;

               -     show pupils how they can improve their work, and

               -     show pupils how they have improved compared to earlier / previous work.

  • As a result it will:

               -     enhance the pupil’s self-esteem and confidence;

               -     aid teacher assessment , and

               -     help pupils know how they can improve their work.

  • Marking can also be undertaken by the pupils to:
  • encourage independent learning through self-checking;
  • be more critical in their approach to their work, and
  • aid teacher assessment.

MARKING COMPLETED BY STAFF

Verbal

This can take the form of a discussion about work and / or a comment about the quality of work in relation to the success criteria. It provides direct contact with the pupil(s). It is appropriate for all pupils to receive verbal feedback and for some pupils, along with gesture, signing etc, is the most comprehensive and meaningful method of receiving feedback. A verbal exchange may be accompanied by a written mark or e.g. a VBL to represent verbal feedback, which serves as a record that the pupil has received feedback. In some cases it may be helpful to add anecdotal notes to explain the context in which the work was done.

Written

This means notes or comments accompanied by the use of symbols, stamps, stickers etc.

Notes and comments should be constructive, positive and neat, and relate to the agreed success criteria and where appropriate, inform the next steps needed to make improvements. Written comments should be dated and initialed by the member of staff completing it and accompanied by a code (see below) that clearly identifies the level of support or prompt the pupil received to complete the work.

Teachers should write in a different colour to the pupil. Care should be taken when working with pupils with visual impairment difficulties.

A visual representation is also appropriate for some pupils and this can take the form of symbols, stamps and / or stickers. This depends entirely on the needs of the class and motivators that are appropriate. As a result, classes can choose their own symbols, stamps and stickers to use.

If it is relevant to the pupil, the staff member may use highlighter pens to highlight the pupils work. e.g. blue for ‘brilliant blue’ and orange for ‘oops orange’. 

Corrections

Not every mistake will need to be corrected and to correct everything is seen as counterproductive for pupil motivation. Marking is only productive and pupils can only learn from it when they are given time to respond to staff comments and make further necessary improvements to their work. Time needs to be given in lessons for pupils to review their work in light of the comments made, either with a member of staff or with learning / talking partner.

Some pupils find the blue for ‘brilliant blue’ and orange for ‘oops orange’ very helpful in identifying where they have done well and where they need to improve. A verbal commentary will need to take place where orange has been used. This will be indicated in the marking with a date following a discussion with the pupil. If needed, corrections will be made by the pupil, using a purple pen.

Codes for Annotating the Level of Support / Prompts

I = independent

VBL = verbal support (this is giving contextual clues, not mouthing the answer)

VIS = visual support

GS = gestural support e.g. signing, facial expression

PPS = physical support e.g. hand over hand or physically moving the pupil to enable them to undertake the task

FPS = scribed by an adult but pupil’s own words

Symbols/feedback stickers

Pupils may be asked to draw or circle symbols on their work in order for staff to assess their level of understanding. These symbols vary across the school and are agreed with the pupils in each class.

Recording

This could be in written form or through photos and video.

  • It should relate to the specific learning outcome(s) that are the focus of the marking for the lesson. As marking for responses are made by the leader a member of staff will scribe and record the response on a monitoring document or as bubble ups. At times it may be more beneficial to use video or photographs.
  • Bubble ups / post it notes can also be used to celebrate any other achievement not related to the learning outcome. These may be linked to Pupil Plan Targets or SALT steps.

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