DANYGRAIG PRIMARY SCHOOL
Policy for Marking and Responding
Assessment of learning – Assessment for learning
(1) All pieces of work will be marked reflecting a positive attitude to the learner’s work, and constructive and appropriate comments will be made. The marking should address the specific learning objectives, skills and success criteria.
(2) We do not specify the colour of pen to be used for marking – the colour doesn’t matter; the comment is the important factor.
(3) There should be a purpose behind marking learners’ work. Learners increase their ‘understanding’ through reflection on good marking – An aspect of Assessment for learning.
(4) Staff should ensure that there are opportunities for them to mark in the presence of the child. This would be the preferred method. Teachers should make a note of what has been discussed if it is critical to the learner’s attainment or needs.
(5) When work is marked in the absence of the child, appropriate comments should be added (to be read by the learner, or for the teacher to read to the learner)
(6) Learners’ work should be marked in the following manner:
· Always consider the learning objectives/intention, skill development and the success criteria.
· Teachers should mark according to desired outcomes / learning objectives and success criteria.
· Positive comments should be added with explanations of errors, and suggestions for ways forward. Reflection with the learner is ideal. The learner should be given as many opportunities as possible to reflect on attainment and potential for improvement.
· Where appropriate, learners might initial a comment/teacher’s guidance note to show understanding (Or draw a ‘smiley’ face)
· There may be a need to add a message to direct the learner to talk with the teacher.
· It is acceptable, when marking, to direct the reader (other colleagues or the learner, as appropriate, to other sources e.g. electronic evidence, Pupil Profile notes, IEPs etc.)
· There are often a number of members of staff in a classroom. It is good practice for staff to initial a written comment/guidance for a learner or a response to a learner’s reflection.
· Staff will use a variety of strategies to assess and respond to learners
Eg: Discussion, questioning, observation and the marking of written work / practical tasks
Learner self-assessment and peer assessment are vital elements of ‘Assessment for Learning’. This form of assessment helps teachers understand the learner’s thinking. It also reinforces the concepts learned in the minds of the learner and peer. Most importantly, this form of assessment enables the learner to think of ways to improve his/her work.
Marking/ assessment Key:
D – Discuss. The need to discuss or to show that discussion has taken place.
NS – This will indicate a next step the Learner might take.
I – Independent - Work has been completed independently.
SS – Some support from staff has been given (Staff might initial the work)
HH – Hand held during writing/overwriting
See – Refer to other sources – IEPs, Pupil Profile notes, electronic sources etc.
Specific guidance/information can be given, such as ‘L’ and ‘R’ for left hand or right hand grip of pencils, or for left or right handed learners.
Self and Peer Assessment: this, as mentioned above, is a very useful and meaningful method of assessment. The reflective element can be invaluable and will often lead learners to re-assess their own work or thinking. Children should be given opportunities to reflect and discuss their own and their peers’ work. It is important, however, that staff ensure that ‘criteria for assessment’ is clearly and firmly established. Marking Labels will be used to show teacher, self and peer assessment.
Welsh language – bi-lingual comments should be used wherever possible (not only in Welsh language work) A range of Welsh language comments or phrases, using vocabulary appropriate to a specific year group, will assist and enhance learning and will also promote a positive cultural identity and school ethos.
Should we correct every error? Above all, we should mark work with the specific learning objectives, skills and success criteria in mind.
Staff should use discretion and professional judgment when marking. Errors should be corrected wherever possible. Teachers and staff will know, however, the appropriateness of correcting every error, and will also understand and take into consideration factors such as confidence levels of learners, motivation, pace and creativity. Sometimes, for example, different errors might be addressed during different drafts or stages of work. Teachers are professionals and will know how and when to intervene.
Feedback to Learners:
Possible types of feedback:
- Using Comments only – Learning happens when the Learner has strengths and weaknesses identified, and is given clear advice on how to improve. This technique could be combined with Peer Assessment so that Learners feedback to peers about how improvements could be made.
- Targets of how to improve – Learners are given targets, but more importantly are shown how to reach those targets. Teachers then check that targets have been reached.
- Closing the Gap comments – Whatever the task, feedback should first focus on the learning objective of the task. The emphasis when marking should be on both success against the learning objective and improvements made against the learning objective. Use focused comments to help the learner in closing-the gap between what they have achieved and what they could have achieved.
- Useful Closing-the-Gap comments – Reminder prompt (‘What else could you say here?’ Scaffold prompt – (‘What was the boy doing?’ … ‘The boy was so angry he …’ ‘Describe the expression on the boy’s face.’) Example prompt – (Choose one of these, or one of your own: He ran around in circles looking for the rabbit … the dog couldn’t believe his eyes.)
Stars and a Wish – This is an essential tool to make sure there are always positive comments on work with a target … two positive comments (the stars) on the work, and one specific improvement to make (the wish)
Marking labels – this could be used at the end of a series of activities on a particular topic or concept (not necessarily for every lesson) It give an opportunity for self and peer assessment. The stars and a wish method could be incorporated into the marking-label system. The labels can be used in FPh and at KS2, and in STFs.
Instant Feedback - Feedback should be as immediate to the task as possible. It should also be related to the learning intention; otherwise learners’ expectations will be that the learning intention is of secondary importance to other issues e.g. spelling, presentation, finishing the task etc. The use of peer and self assessment can help to make feedback immediate.
Allow Time - When work has been distance-marked, allow learners to read and then make one focused improvement based on the improvement suggestion. In order for the marking to be formative, this information must be used and acted upon by learners.
Self Assessment – (see Marking Labels, above) Allow learners to self-assess work. This involves the clear sharing of learning intentions with learners and agreeing on success criteria. Learners will also benefit from looking at work of good quality before they start their task.
Temporary comments - Ensure that correction of work and comments about work are temporary. It is a good idea to use pencil or post-it notes for learners to remove once they have acted upon the comments.
Self-Marking – Learners mark their own work using a mark scheme or clear assessment criteria. It is most effective if learners fully understand the assessment procedure and look for ways to improve future work.
Peer-Marking – Learners mark or comment on the work of others. This can be effective after group or individual presentations, especially if the assessment criteria are clear and have been discussed before the work begins.
Subject Leader Work Scrutiny Reports – The report summary (Work/book scrutiny) contains a section called ‘Ways Forward’. Where this relates directly to guiding Learners in ways forward, it will be seen as good practice for the Learner to initial or in some other way acknowledge the comments.
Teachers and staff will mark conscientiously but with a feeling for the spirit of the learner’s attempts at recorded work, and for the enthusiasm for that work. Staff will consider the variables and will encourage and praise learners at every opportunity.
It is important that learners trust staff to assess positively but honestly, and that they understand that staff are eager to help them improve standards and quality of work. Assessment, marking and learning-in-general are opportunities for enjoyment and celebration. It is within human nature to want to improve and to enjoy improvement. By making the quest for improvement enjoyable we can more easily move towards success (A lesson often forgotten in a competitive adult world!)
The staff of Danygraig Primary School – A collegiate approach was taken in the development and agreement of this policy.
Summer Term 2014 –
Reviewed May 2015 (Following ERW second core visit)
Policies Policy for Marking and Responding