YATTON CHURCH OF ENGLAND JUNIOR SCHOOL

MARKING AND FEEDBACK POLICY

Document Information
Reviewed by: / PQA / Responsibility: / PQA
Last Review: / 25th September 2012 / Next Review: / Sep 2014
Review Cycle: / Annual / Ratified by FGB / 22nd October 2012
Signature (FGB) / Not required / Signature (Head) / Not required

RATIONALE

To ensure that all children have their work marked in such a way that it is

likely to improve their learning, develop their self-confidence, raise selfesteemand provide opportunities for self and peer assessment.As a result of this policy there will be greater consistency in the way thatchildren’s work is marked across the Key Stage.

PURPOSE

The purpose of the marking is:

· To recognise those areas of school work that are good and to improveupon them.

· A means of giving encouragement towards producing work at anappropriate, yet challenging level.

· To indicate to children what happens next and what improvements canbe made to ensure further progress.

· To check for standards, individually, and within the class.

· To determine whether a child can work within set time limits or targets.

· To contribute to the measuring of schools progress against national

standards.

PRINCIPLES

Marking of children’s work can have different roles and purposes at differenttimes and can involve both written and verbal feedback.

· Whenever appropriate/possible, teachers should provide individualverbal feedback to children.

· The marking of children’s work, either written or verbal, should beregular and frequent.

· Teachers should look for strengths before identifying improvementswhen marking work.

· Marking should be linked to learning objectives, success criteria and/ortargets.

· Marking procedures and marking standards should be consistentlyapplied across the school but accepting the differences between keystages.

· The marking criteria should be displayed in each classroom andchildren should understand the meaning of the marks/marking theyreceive.

· Children should be trained in self-marking, self-evaluation and peerassessment and be given opportunities to mark their own and otherswork (verbally and through written means), to make improvementsuggestions and to act upon the suggestions made.

· Children with SEN including dyslexia and dyspraxia to develop selfesteem from oral and written cues..

· Information for parents should be given by the school and feedback isprovided to parents via consultation evenings or as required.

GUIDELINES

The following procedures for correcting and improving children’s work should

be implemented by all staff.

· Feedback and marking needs to be oral and/or written according to the

ability of the child and/or activity.

· Where appropriate work should be corrected according to the skillsrequired for a particular piece of work focusing at the teacher’sdiscretion e.g. in a piece of Science work, correct the Science, not theincidental writing content.

· Extended pieces of writing for a specific purpose across the curriculumshould be marked according the success criteria of that particulargenre of writing. Equally any skills within this piece of work that arecross-curricular should also be assessed and marked accordingly.

· When correcting a piece of work follow the procedures set out below.

· If children make first draft copies of their work after it has beencorrected, originals must be kept to show to parents as an indication ofthe child’s true progress and for APP.

· Effective feedback, needs planned time for children to makeimprovements/ response, but it is most powerful when included in thefabric of a lesson (e.g. within a plenary look for a success and look foran improvement etc…)

· Where appropriate a brief improvement suggestion should be made,following the format of a model, scaffold, example or reminder prompt.This comment should be informative (i.e. not just good, excellent, etc)and linked to the learning intention/success criteria.

Self Evaluation/Peer Assessment

· Children should be trained in the process of self-evaluation/peerassessment. Looking for success measured against criteria andsuggesting improvements.

· Children should agree some ‘ rules’ of response forpartner/peer assessment/feedback work, to safeguard self esteem.

· Feedback/peer assessment can be oral or written according to theability of the child.

· Children should be trained to give an improvement suggestion.

· Children should be given time and opportunity to act upon suggestions.

· The quality of the improvement suggestions and of the peerassessment should be monitored by the teacher.

· Children should dialogue mark and respond to teachers comments.

· All teacher comments should be initialled or otherwise acknowledged by the pupils.

MONITORING AND EVALUATION

The Senior Management Team will review samples of work from each class to

monitor the implementation of this policy. An analysis will be made and

feedback given to staff.

Subject leaders will review samples of work from their subject to monitor the

implementation of this policy. An analysis will be made and feedback given to

staff.

The desired outcomes for this policy are improvement in children’s learning

and greater clarity amongst children and parents concerning children’s

achievements and progress.

The performance indicators will be:

· An improvement in children’s attainment.

· Consistency in teacher’s marking across the key stages, phases andbetween year groups.

MARKING CODE

The following is the agreed marking code for the pupils work all marking should be in green pen:

In Mathematics

VF Verbal feedback given

. Needs to be corrected √ Agree / correct

In English

VF– Verbal feedback given

T √ – target or success criteria achieved

Missing punctuation or wrong punctuation

wot

Spelling underlined

// paragraph

^ missing word

√√ Ticks sign post good examples of words, punctuation, sentence

structure etc…the more ticks, the better the example.

.

( ) ? Confused section

M Merit awarded

* / see comment below. S =supported by and adult

Work unfinished due to music lesson c = marked by supply teacher

GW Work unfinished due to child involved in Group Work out of class.

The marks should be understood by the pupils.

· The marks should be displayed in the classroom.

TEACHER MARKING AND FEEDBACK (ADVICE)

· Teacher marking: Asking questions and giving pupils challenges.

· Teacher marking: Giving pupils next steps.

· Teacher marking: Modelling a teaching point.

· Teacher marking: Success Criteria checklist.

· Teacher marking: Stamps may be used by staff for e.g. objectivemet/outstanding work etc…

Examples of teacher written/ verbal feedback for ‘work’ comments

  • Celebrate ______, Next steps ______
  • Well done for ______, now you need to ______
  • EBI – Even Better If
  • WWW – What Went Well
  • Two stars and a wish
  • Thank you for ______Think about ______

Examples of teacher verbal feedback during teaching

  • Great! I like the use of ______
  • That’s interesting, can you add to that ______
  • I like the way you used ______
  • I’m impressed by ______
  • I think you’re nearly there can you clarify your thinking on ______
  • Describe how you got there ….
  • Convince me….
  • Can you give me a better alternative?
  • Can you explain to me why…?

PUPIL MARKING AND FEEDBACK (ADVICE)

· Peer marking: Pupils are given the successcriteria and a series of You can statements and look at areas ofstrength and areas of development. They assess each others work.

· Self assessment: Pupils are given the successcriteria and a series of I can statements and look at areas ofstrength and areas of development. They assess their own work.

· Peer/self assessment: Success criteria checklist marking.

· Dialogue marking KS2: All pupils in KS2 should initial commentsthat teachers have written. They should also engage in a dialoguewith staff. If you ask them a question expect a response and evidence in the next piece of writing. Make sure there are no ‘empty wishes’.

Inclusion

The vast majority of children at YattonJuniorSchool have the potential to develop some self-evaluation and feedback skills but greater scaffolding and support will be required for some children, including those with Special Educational Needs. Verbal feedback and marking symbols will form the basis of feedback to these children and adaptation of written marking feedback may be required to make it accessible and meaningful and to encourage confidence and progress in learning.