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Cinnamon Brow C E Primary School

Feedback and Marking Policy

Written: September2016 Reviewed date: September 2018

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RationaleMarkingisanintegralpartofassessmentandwillprovidefeedbacktoeverypupil.WeaimtoprovideasystemofmarkingthatisconsistentandcontinuousacrossFoundationStageandKeyStage1withinourschool.Markingwillinformplanning,bediagnosticandenhancechildren’slearningbyultimatelyofferingguidanceonhowworkcanbeimproved.Itwillfocusonsuccessandimprovementneedsagainstlearningintensionsandsuccesscriteria,enablingpupilstobecomereflectivelearnersandhelpingthemtoclosethegapbetweencurrentanddesiredperformance.Markingallowsforself-assessmentwherethechildcanrecognisetheirdifficultiesandmistakesandencouragethemtoaccepthelp/guidancefromothers.Weaimtomarkpositivelywheneverpossibletoenhanceself-esteemandconfidence.Markingwillalsobeusedtoinformparents,inspectorsandotherinterestedparties.Effectivemarkingandfeedbackshould:-

• Informchildrenoftheirachievementsandthenextstepsintheirlearning• Showworkisvalued• Demonstrateappreciationofchildren’seffort• Informfutureplanningandlearning• Evaluateandassesschildren’slearning• Helpparentstounderstandthestrengthsandareastodevelopintheirchildren’swork• Bemadethroughoutthelessontoreflectonlearning• Bemanageableforteachers• RelatetoLOandSC• Giveclearstrategiesforimprovementinsmallsteps• Allowspecifictimeforpupilstoread,reflectandrespondtofeedbackandmakeimprovements.• Beaccessibletoallpupils• Beusedconsistentlyineachclass.

MarkingProcedures

• Agreenpenshouldbeusedasitisincontrasttothepupil’swritingimplement.AGREENhighlighterswillbeusedtoidentifywhetherthechildhasunderstoodthesuccesscriteriaandMETtheirtargetsforthelessonorpersonaltarget.APINKhighlightershouldbetoidentifyhowtomakeworkevenbetter/workhighlightedinthiswaymustbeeditedandrespondedto(seeappendix).

Year2andYear6• InordertomeettheY2andY6requirements,markingwillbetoinformthepupilduringabuilduptoa

longerwrittenpieceofwork.PinkpenwillbelimitedinthesecondhalfoftheyearleadingtoformalassessmentinY2andY6.Peerandself-marking/editingtocreateimpendencewillpromotedtoshowknowledge,understandinganduseoftherequiredskills.THINKPINKGOODTOBEGREEN.

• Inwrittenpiecestheschoolmarkingcodewillbeusedbystaffandpupilstoallowforredraftingandprogressbeingmade.

• Asfaraspossible,markingwillbedonedailyorwhenapieceofworkiscompleted,butcanalsobeverballymarked(VF)asthishassignificantimpactuponprogress.Ifdistancedmarked,thechildwillbegiventimetoreadandrespondtocomments.

• Markedinrelationtosharedlearningquestionsandthechild’sattainments• Asfaraspossible,timewillbespentwiththechildtoensuretheyunderstandthecommentsandthe

targetsset• Teacherswritingtobeneatandlegible.• TAscanmarktheworkofchildrentheyworkedwith,followingtheguidelinesinthispolicy.Stampswillbe

provided(eg‘TAsupported’).

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Childrenwillrespondtomarking~• Encouragedtoevaluatetheirownworkbeforemarking,takingintoconsiderationthesharedlearning

objectivesandanypreviouslyindividuallysettargetsintheirbooks.• Encouragedtoreflectaftermarkingandtaketheopportunitytocorrect,practiseor

investigateaproblem.• Nextstepmarkingtimewillbetimetabledwithineachlessontoenablechildrentohavetheopportunity

toevaluatetheirwork.• ChildrenwillbeexpectedtopeerassessthemselvesagainstLQandSC.• Theschoolmarkingcodewillbeusedbystaffandpupils• Pupilsshoulduseacolourofpen/penciltocontrastwiththeirwrittenwork

QualityMarkinginLiteracyInQualityFeedback~

• Markingwillfocusonwhatthechildrenarelearningandtryingtoimprove• Markingfocusesonspecifictaughtitems:concepts,skillsandknowledge,sothatthe

feedbackencouragesdevelopmentofthelearning,ratherthanonapplicationlearning.• Objectives,suchaswritingawholestoryordesigninganexperiment,wheresummaryfeedbackismore

appropriate.• Markingisonlyofvalueifcommentsarereadand/orrespondedto/regarded.• Ideallymarkingshouldbecomeapartofthedevelopingdialogueresultinginpupilprogressforexamples,

apupilwrites,thewritingismarkedawayfromthepupilsandinhis/hersubsequentwork,thepupilincorporatessuggestions.Thisisbestdoneduringaunitofworke.g.formativeratherthansummative.

• TimewillbeallocatedforchildrentorespondtocommentsWebelievethatcorrectinghasitsplaceinmarkingbutonlywhenitcontributestoanimprovementinapupil’swork.Errorsneedtobepointedoutifapupilistoimprovehis/herwork,whicherrorsandhowmanywilldependonmanyfactors.Commentscanbemadeverballyorinwrittenformtocommunicatetheirmessage.Inthecaseoffoundationstagepupils,feedbackneedstobeasimmediateaspossible.Weconstantlyassessthechildren’swork,establishingtheirachievementsShowingsuccessinEnglishTheteacherorreaderofthepieceofwork,findsbestplacesinthechild’sworkandthenhighlighttheseingreen.Thesesuccessesshouldbeinthecontextofthefullabilityrange,sodifferentchildrencouldhaveanythingfromonewordtoacoupleofsentenceshighlighted.Indicatingimprovement-Highlightedworkinpinkindicatespreciselywhereimprovementcouldbemade.Theimprovementisthenmadeattheendorabovethepupil’swork.Givinganimprovementsuggestion:PeerandselfassessmentAnimprovementsuggestioniswritten/askedfor/bytheteacher/self/anotherchildtohelpthechildknowhowtomakethespecificimprovement.Therearethreemaintypesofimprovementprompts:Thereminderprompt~Simplyreiteratesthelearningobjective.Thescaffoldprompt~Involvestheteacher/childmakingasuggestiononwhatcouldbewrittenandgivingitbacktothechild.Theexampleprompt~Modelsachoiceofpossibleimprovements,butasksifthechildhasanideaofhisorherown.

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Wewillensurethattimeisallocatedwithintheteachingdayforpupilstorespondtotheirwritten/oralcommentsbytheclassteachersinordertheycanactuponthedevelopmentpoints.VerbalFeedbackItisimportantforallchildrentohaveoralfeedbackfromateacherdependingonthetask.ThisdialogueshouldfocusuponsuccessesandVFwillbeputinthemarginofthepupil’sbook.AcknowledgementmarkingTheremaybetimeswhenapupilmarkstheirownwork,suchasafteratimetablestestofspellingtest.Atickinthemarginwillbeusedtoacknowledgethemarkingdonebythepupil.Children’sresponsetothecommentsPeerandself-assessmentForpeerassessment,thesameconceptofidentifyingareasofstrengthandthosetodevelopwillbeused.Muchofthiswillbedoneorallyandchildrenwillusebluepentocorrectbeforeitisseenbyanadultandpurplepenasaresponsetoanadultmarkingit.Self–assessmentASSESSMENTFORLEARNING-AfLThechildrenwilluseaRAG(Red,Amber,andGreen)orSMILEYFACESsystemsotoinformtheteacherhowwelltheybelievetheyachievedthelearningobjectivesRed(SadFace)-IhavenotattainedmanyofthesuccesscriteriaandwouldlikesupportAmber(StraightFace)-Ihaveattainedenoughofthesuccesscriteriatobuildonmyunderstanding-childtosaywhatitistheywouldliketolookatGreen(SmileyFace)-Ihaveattainedmost,ifnotallthesuccesscriteriaThiscanbebyteachersprovidingtraysforcompletedwork,orviapupilswritingthecolour,letterRAGorsmileyfaceattheendofapieceofworkARAGratingsystemwillalsobeusedintheplenarysessionssuchasthumbsupanddownandinbetween,asabove.SeeAppendixforupdatedmarkingcode.

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LiteracyTinacircleNextstepsfootprintstamp

Targetfornextsteps

SPwordunderlinedwithaWigglyline

Spellingerror

? Thisdoesn’tmakesense

O(lettercircled)

Incorrectuseofupperorlowercaseletters,punctuationorcalculation.

^ Missingwords// Newparagraph

RAG RedAmberGreen–tobeusedbypupilsinAfLDUMLUMS Date,underline,missaline,title,underline,missaline,start.VF Verbalfeedbackgiven

SmileyFace

Youhavemadeareallygoodeffort.Collectasmileyfacecard.

√?

Arrowdenotes–movenotothenextlearningchallengeTickdenotes–haveunderstoodbutmayneedarecap?denotes–donotunderstand,needmorework

Numeracytick Correct

. Incorrect,tryagain

.tickC Acompletedcorrectionandremarked

CorrectionProcedures

• Correctionswillbecompletedunderneathornearbytowork• Rubberswillnotbeusedforcorrectionsunlessdirectedbytheteacher• Errorswillbeneatlycrossedoutwitharuler• Incorrectspellingsmaybeplacedinthechild’sspellinglog(Yr1upwardsegatthebackoftheirbookora

separatewordbook)

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Markingmaybedoneby:

• Teacheralone• Teacheralongsidechild• Childalone(selfmarkingwithinitial)• Otherchildren(peermarkingwithinitial)• TeachingAssistants(stampssupplied)• Supplyteachers

Thispolicywaswritteninconsultationwithallstaff.Itwasdecidedthatnoteverypieceofworkneedstobemarkedindetail,butregulardetailedfeedbackmustbegiven.Asaminimum,thefollowingmustbeadheredto:

• Teacherstoshowtheworkhasbeenreadwithashortcomment• IndicationofwhethertheLQhasbeenachievedornot(canbehighlighted–noteverypieceofwork

needsawrittencomment).Checklist

1. Hastheteacheridentifiedwhatwasgood?2. DotheyrelatetotheplannedLQandSC?3. Cantheybeclearlyunderstood?4. Dotheyindicateanextstepinlearning?

DatetobereviewedFebruary2017

AppendixMarking

Think Pink

You need to edit and improve to meet the SC

and LQ.

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Code Explanation

you have made a good effort – awarded with a

ü ü you have met the Success Criteria

Sp word underlined ~~~ (wiggly line)

spelling mistake

Green for growth

You have shown that you have understood and used the Success Criteria Focus

Points

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O (circle) incorrect use of upper or

lowercase letters, punctuation or calculation

^ missing words

// new paragraph needed

? sentence doesn’t make sense

DUMLUMS Date, underline, miss a line. Title, underline and miss a

line Start work

LQ Learning Question

(T) Footstep stamper

Targets KS2 Next steps KS1

VF Verbal Feedback - we have

talked about this TA or G

Stamper for TA Assisted Teacher Assisted or Guided

Group

ü ? AfL

Target met – I feel I can move on

I have completed my work – just need a recap

? – I don’t understand