Marking Policy 2015 2016
The Purpose of the policy
The purpose of this policy is to make explicit how the teaching team mark children’s work and provide feedback. All members of staff are expected to be familiar with the policy and to apply it consistently.
The need for a marking policy
It is important that the teaching team provides constructive feedback to pupils, both written and orally, focusing on success and improvement needs against learning outcomes. This enables pupils to become reflective learners and helps them to close the gap between what they can do currently and what we would like them to do.
We recognise that the teaching team consists of Teachers, Teaching Assistants and any other specialist teachers employed by the school.
The Principles That Guide the School’s Approach to Marking and Feedback
Marking and feedback should:
- Be manageable for the teaching team and accessible to the children.
- Relate to the learning outcomes.
- Involve the teaching team working with the pupils.
- Give recognition and praise for achievement and clear strategies for improvements
- Allow specific time for pupils to read, reflect and respond to marking where appropriate
- Respond to individual learning needs taking opportunities to mark face-to-face where appropriate.
- To set next step targets.
- Inform future planning.
- Use consistent codes.
- Ultimately be seen by children as a positive approach to improving their learning.
The methodology of marking children’s work
The following are acceptable examples of methods of marking and feedback.
It is important for all children to have oral feedback from a member of the teaching team from time to time. This dialogue should focus upon successes, areas for development and to set targets for future learning.
Summative Feedback / marking
This is associated with closed tasks or exercises where the answer is either right or wrong. The children, as a class or in groups, can also give feedback.
Formative feedback / marking/ quality marking
Not all pieces of work can be quality marked. Teachers need to decide whether work will simply be acknowledged or given detailed attention.
Pieces of work not marked in detail should be acknowledged and relate to the learning outcome.
Marking and feedback given by members of the teaching team other than teachers.
Where a member of the teaching team other than the class teacher has been involved in the child’s learning, the work should be initialled and commented on where appropriate by that adult.
Marking should reflect whether the learning outcome or target has been met but other corrections should be made such as spellings, punctuation, grammar, presentation etc.
1 Marking against the Learning Outcome
Highlight examples of where the child has met the learning outcome and indicate clearly a focused comment linked to this.
3 Marking codes
Marking codes should be used as shorthand when marking and pupils need to be clear about what the symbols represent. Marking codes are provided in the appendices.
4 Next Steps/ Modelling marking
A comment should be made to help the child improve and take the next step in their learning. Teachers should model how to use this next step and set an example/ challenge for them to do.
5 Target setting
Targets should be set using the school curriculum or relevant documents e.g. Equals, Development Matters, P levels, MAPP etc and should be updated half termly. Pupils should be reminded of them at the beginning of every lesson or when appropriate.
Targets should be reviewed regularly and if a pupil has met a particular target within 6 weeks then they should be given another.
Where possible, give pupils time to discuss their targets with a peer/adult and reflect on the progress they are making.
Where possible, pupils should be given an opportunity to comment on their targets in a process of self assessment.
Marking and Feedback for pupils working at pre national curriculum
For pupils working at a Pre-national curriculum level marking and feedback strategies include:
- Verbal Praise
- Stickers and stamps
- Written annotations, short and narrative observations (written)
- Annotation of work and photographs by staff
- Children beginning to annotate their own work and pictures
- Oral dialogue with children about their play, work or Learning Journals.
Self-Marking and evaluation
Throughout the school pupils should be given opportunities to read and consider any written feedback the teacher has provided.
Children should be encouraged to ask for clarification, if they do not understand a comment and should be clear about what they need to do in their next piece of work, as a result of the feedback they have received. Children should also be clear about how to take the next steps in their learning.
Children should be encouraged to respond to the written feedback verbally and/or by writing a reply.
|Smiley Face||You have understood this work|
|Face with straight line||You are beginning to understand this work|
|Smiley face, stickers and merits||good work|
|HG||Help Given, spoken/signed/physical/visual|
|ER||Experience recorded – you are provided with an experience of the activity but are unable to take part|
Literacy or focussed writing activities
|Squiggly Line||Spelling correction|
|?||This does not make sense|
|o||Check your punctuation|
Make a note of responses/progress by using following numbers/letters/arrows etc
Make comments where appropriate
1. Passive response (is adult “doing” action for/with pupil)
2. Co-operation (is there some element of the pupil working “with” the adult e.g. not resisting)
3. Gesture/Shaping (is pupil making an approximation of the movement/action with only minimal physical prompting or gesture)
4. Independent (is the pupil responding independently to the activity needing only verbal prompts)
Is the pupil:
c) USING FACIAL EXPRESSIONS
arrow down- no response arrow right - stayed the same
arrow up - progress tick - fully achieved