Marking Policy
RATIONALE
The content of this policy is derived from a book by Shirley Hughes called ?Using Formative Assessment?; which has been used for whole school INSET during Autumn 2003. Following discussion, we have agreed that feedback and marking should provide constructive feedback to every child, focusing on success and improvement needs set against learning intentions; enabling children to become reflective learners and helping them to close the gap between current and desired performance Back to top
AIMS
Marking and feedback should:? Be manageable for teachers
? Relate to learning objectives that are shared with children
? Involve all adults working with children in the classroom
? Give children opportunities to become aware of and reflect on their learning needs
? Give recognition and appropriate praise for achievement
? Give clear strategies for improvement
? Allow specific time for children to read, reflect and respond to marking
? Involve children in the same process (whether written or oral), to ensure equity across subjects and abilities
? Take an ipsative approach, where attainment is based on the child?s previous attainment, within the context of marking towards the learning objectives.
? Respond to individual learning needs
? Inform future planning and individual target setting
? Be accessible to children
? Be seen by children as positive in improving their learning
? Encourage and teach children to self-mark wherever possible
? Use consistent codes throughout the school as follows Back to top
CODES FOR MARKING
Marking and feedback should:? Be manageable for teachers
? Relate to learning objectives that are shared with children
? Involve all adults working with children in the classroom
? Give children opportunities to become aware of and reflect on their learning needs
? Give recognition and appropriate praise for achievement
? Give clear strategies for improvement
? Allow specific time for children to read, reflect and respond to marking
? Involve children in the same process (whether written or oral), to ensure equity across subjects and abilities
? Take an ipsative approach, where attainment is based on the child?s previous attainment, within the context of marking towards the learning objectives.
? Respond to individual learning needs
? Inform future planning and individual target setting
? Be accessible to children
? Be seen by children as positive in improving their learning
? Encourage and teach children to self-mark wherever possible
? Use consistent codes throughout the school as follows Back to top
GUIDELINES FOR MARKING
There are different categories of marking as followsSummative feedback and marking: This usually consists of ticks and crosses and is associated with closed tasks or exercises. Wherever possible, children should self-mark or the work should be marked as a class or in groups (against the learning objectives). Children can identify their own successes and look for improvement points. Some plenaries may focus on this process as a way of analysing learning.
Formative feedback and marking: With oral feedback, in the course of a lesson, teachers? comments to children should focus firstly on issues about the learning intention and secondly on other features more relevant to the individual. Not all pieces of work can be quality marked. Teachers need to decide whether work will simply be acknowledged or given detailed attention.
Wherever the task is open or narrative, feedback should focus first and foremost on the learning intention of the task. The emphasis in marking should be on both success and improvement needs against the learning objective. Focused comment should help children to close the gap between what they have achieved and what they could have achieved. Useful ?closing the gap comments are:
? A reminder prompt ? e.g. What else could you say here?
? A scaffolded prompt ? e.g. Describe the expression on the dog?s face
? An example prompt - e.g. Choose one of these or one of your own
Shared and paired marking: When a teacher uses a piece of work to mark as a class or group s/he is able to model the marking process and teach particular points at the same time. Sometimes it will be useful to show two levelled pieces of work (with the same title) and discuss their differences.
In Key Stage 2: children will start to be ready to take part in paired marking activites. Children need to be trained to do this through modelling with the whole class and watching paired marking in action. Ground rules will need to be decided before commencement (e.g. listening, confidentiality, 3:1 success to improvement ratios). Pairings may need to be teacher selected and must allow for mutual trust between partners. Dialogue between children rather than turn taking should be encouraged rather than simply turn taking (e.g. I think this part set the scene well, what do you think?) Back to top
MONITORING
Marking and feedback consistency will be monitored by the Headteacher /Literacy Co-ordinator on an annual basis and during lesson observations.Policy agreed at Full Governing Body meeting on 06 11 03
Policy to be considered for renewal during Autumn Term 07 Back to top