Marking & Feedback

PolicyWritten by: Alison Forster/Gary Wright

Chair of Governors: Alison Logan

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RATIONALEAt Usworth Colliery Primary School we will provide consistency in quality of marking and feedback throughout the school. Marking and feedback are used as an integral part of daily teaching to support pupils’ learning. There are three main purposes to marking and feedback for pupils:

1. To understand what has been done well2. To understand how to improve3. To make visible signs of improvement as a result of feedback

Marking and Feedback also aids assessment and matches quality of work against standards and expectations shows the pupils and parents/carers that work is valued. recognises, encourages and rewards pupils’ achievement, and celebrates their success provides an ongoing dialogue between teacher and pupil, which tracks progress and gives

clear, constructive and appropriate information about strengths and areas for development enables pupils to have the necessary confidence and skills to be able to review their own work

against learning intentions and success criteria enables pupils to correct or improve a piece of work against success criteria supports pupils in identifying their next steps in learning

METHODOLOGY

Marking against the Learning ObjectiveTeachers regularly feedback on how well pupils have achieved the learning objective by indicating with two ticks against the title (learning objective) when an objective has been successfully met and one tick where it is partially met. Where the learning objectives have not been met this is indicated with a . and the teacher makes a comment or prompt, to inform and support the pupils to make improvements. However, for this system to be successful learning objectives must be specific and achievable.

Success CriteriaChildren need to know how to succeed and in the majority of lessons, teachers provide the children with steps, in order to do this (success criteria). Each teacher may approach this differently but the success criteria must be appropriate to the task, consider basic skills and where possible be differentiated to individual needs within the class (see the ‘Assessment for Learning’ paragraph).

Celebrating AchievementEach piece of work must celebrate what the child has done successfully. This is matched to the success criteria, learning objective or child’s personal targets. This is at the discretion of the teacher, usually in the form of ticks, double ticks or highlighting. It is encouraged, as best practice, on large pieces of writing, that staff highlight achievements according to VCOP (Vocabulary, Connectives, Openers & Punctuation). (See ‘marking codes’ for colour codes)

Points to improveTo ensure all pupils understand how to improve, different types of prompts should be used. We use a mixture of challenge, reminder, process and example prompts, as appropriate. This may be done through comments, questions, discussions or diagrams that help pupils to understand. Points to improve are indicated in books with a *.

Examples of guidance promptsChallenge: Now can you tell me more about the atmosphere in the forest? Reminder: What should you have included in the setting of your story? Can you think about this

and add a little more? Steps: First go and check you have included a sentence about the setting

Then see if you can add a little more detail about what you can seeExample: Put this sentence into your story here* to improve the description of the setting.

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The different prompts are effective when used at different times during a teaching sequence and to support differing abilities of learner.

The challenge prompt: this extends learning through a simple question and is often used for more able pupils or at a point towards the end of a teaching sequence when some knowledge has already been established.The reminder prompt: this is used if a child has forgotten to do something, but not if they do not know how to do it, it is a support to remind pupils to use a skill they have previously learned.The steps or instruction prompt: this helps the child through a process to achieve an objective, but to be effective, should be kept to a maximum of 3 steps.The example prompt is used when the child does not understand as it gives lots of detail and support. This is more often used with the less able pupils or at the early stages of a teaching sequence when new knowledge is being learned.

Where these prompts are given, the teachers provide time in the next lesson to act upon the advice given and improve the previous piece of work. When the child has completed the improvement, they put a circle around the * to indicate they have read and acted upon the advice.

At least one piece of writing each week will be marked in depth. This may not be from a literacy lesson.

Marking for Basic SkillsTeachers consistently mark basic skills within all pieces of work. If a pupil makes a basic skill, spelling or punctuation error that is inappropriate for their age or ability level, the teacher signposts the error but the pupil is expected to find and correct the mistake themselves. The teacher does not correct these, as the child is capable of doing so. This develops pupils’ independence and ability to self-mark and edit. Quality of presentation is also a focus for marking and feedback and pupils are expected to make improvements in this area subject to teacher prompts. The presentation of all marking by the teacher must be of a high standard and model good practice, using the taught handwriting style. All pupils’ improvements will be written in in green pen to differentiate it from the original work and the teachers marking

Without visible signs of progress emerging from marking and feedback, there is no evidence of effectiveness. Therefore teachers and assistants must therefore ensure time is allocated to act upon the guidance so that pupils have the opportunity to improve their knowledge, skills and understanding on a regular basis.

Early YearsThe majority of the feedback in Early Years is via verbal feedback, however, this is noted in learning logs or on Pupil Asset along with the next step, in order to track progress. We have an expectation that evidence is clearly logged to show that the child is provided with activities/support in order to reach their next step and their relative success. This procedure is ongoing throughout the academic year, forming a picture of their development.

Consistency The three purposes of marking and feedback should be evident in all classes and in all subjects across the whole school, however approaches may differ. Sometimes it is appropriate to give feedback verbally and sometimes it is more effective to give written feedback. Each time any style of feedback is used the three purposes of marking should be evident. Marking and feedback are most effective when done during or immediately after a task. However this is not always possible, therefore teachers mark ‘process work’ as soon as possible after it is completed and mark only the ‘product work’ at a later date.

Verbal FeedbackVerbal feedback is the most effective marking tool when used correctly as it supports the pupils learning at the point that the learning is taking place. When giving verbal feedback during a written task, ‘key word marking’ is used. This is where the teacher, after speaking with the pupil, notes on the

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piece of work, in key words, the main point of the discussion, thus indicating the feedback that has been given. This is to help the teacher and pupil remember what was discussed so that work can be checked later for visible signs of improvement.

TargetsEnglish TargetsAfter each piece of assessed written work is completed an individual next step target is created, based on missing skills and understanding highlighted on the assessment writing grid. The children address this target throughout subsequent written work and when they feel they have evidence of achievement they indicate with a ‘T’ in the margin. The teacher then ticks to demonstrate agreement against the pieces of work and would expect to see the target in evidence in the next piece of assessed work. A new target is then set based on the next assessed piece. Targets need to take into account the type of writing genre being focused on in the next unit to enable children to demonstrate success. Reading and SPAG targets for the year group, based on data analysis are displayed in each classroom and are reflected in planning documentation and in marking and are updated on a regular basisMaths TargetsA number/calculation maths target is displayed in each classroom. These targets are adapted from the age appropriate end of year expectations and are half termly targets. During the term whenever children complete work that demonstrates progress towards the shared class target they indicate this with a ‘T’ against the work, the teacher then ticks to demonstrate agreement of this. Throughout the half term children will be given tasks which allow them to practise the target skill. Teachers are provided with a grid of possible objectives for targets and teaching and learning steps to achieve them.

Assessment for LearningIt is highly important that the children are part of their assessment. Regularly, the children will be asked to assess their piece of work against the success criteria. This can be in the form of self-assessment or peer assessment. This doesn't replace the teacher’s marking, but enhances the process for the child and the teacher. When children self-assess they do so, using green pen to indicate this.

MONITORING AND EVALUATIONFrequent work scrutiny and discussions with pupils are routinely undertaken by senior leaders (in line with the annual school monitoring timetable). The focus of all scrutiny is to ensure the three purposes of marking and feedback are of consistently high quality throughout the school and that marking leads to improved standards. Scrutiny always recognises the positives, but also gives points to improve (which forms the focus for the next scrutiny). Feedback is given to individual staff and general feedback to all staff, in order to share good practice.

MARKING CODESThis grid is displayed in classrooms so children are reminded of the marking codes used to support their progress

CODES MEANINGobjective fully met and understood

objective partially met

objective not met

good quality vocabulary used

good quality connective used

good quality opener used

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punctuation accurately used

sp spelling mistake

missing punctuation

˄ missing connective or word

* this is where the improvement needs to be made

// a new paragraph is needed here

{ this section of writing does not make sense

~~~ edited marked or improved by child

T Child indicating that they have evidence of their target being achieved

Other relevant policies/guidance: ·    Monitoring & Evaluation PolicyAll individual subject policies

Previously agreed: February 2014

Agreed Date: November 2015

Review Date: 3 years

Signed…………………………………………………………. Date………………………………Head Teacher

Signed…………………………………………………………. Date……………………………….Chair of Governors

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Marking CodesCODES MEANING

objective fully met and understoodobjective partially met

objective not metgood quality vocabulary usedgood quality connective usedgood quality opener usedpunctuation accurately used

sp spelling mistakemissing punctuation

˄ missing connective or word

* this is where the improvement needs to be made

// a new paragraph is needed here

{ this section of writing does not make sense

~~~ edited or improved by child

T Child indicating that they have evidence of their target being achieved

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