HOLLY LODGE GIRLSā COLLEGE
To establish a whole school approach to marking of student work that ensures pupils are aware of their current progress, know how to improve and are motivated to improve.
This policy has at its heart the principles of Assessment for Learning.
ā Assessment for learning is the process of seeking and interpreting evidence for use by students and teachers to decide where students are in their learning, where they need to go and how best to get there.ā
The focus of written feedback is on helping students gain a clear understanding of how well they have gained knowledge, concepts and skills and then explaining what needs to be done to meet the learning outcomes. It is then essential that students are prompted to improve their learning.
In this context the marking of students work at Holly Lodge will:
Ā· Always relate directly to the learning outcomes which will be the reference point for written feedback
Ā· Be predominantly constructive and encouraging
Ā· Be personalised and address the student by name
Ā· Enable students to know exactly what is expected from their written work
Ā· Allow peer and self assessment to play a prominent role in students assessment
Ā· Include formative comments of the āPATā format: āPraise, Attainment, Targetā
Ā· Ensure that comments include questions to move the studentās thinking forward
Ā· Include rewards in the studentsā books
Ā· Include grades/levels where appropriateĀ but not all work must be graded.
Ā· Be done in green ink
Ā· Be initialled and dated
The issue of marking cannot be seen in isolation from the tasks set, in this context:
Ā· Learning outcomes should be shared with students and referred to throughout a piece of work
Ā· The assessment criteria should be explicit and explained
Ā· Examples of work that meets the criteria should be modelled with students
Styles of marking:
Light touch marking
Not all marking can or should be done in great detail.
Everyday classwork can be marked in less detail. This light touch marking will develop skills of peer and self assessment as well as standing alongside teacher led whole class marking of work. This work should only be graded with a simple effort grade andĀ briefprogress comments that highlight good work and points of improvement.
E.g. āRemember capital lettersā
On a regular basis students should be reminded of the level they are currently working at and what they need to do to move onto the next level.
From this point forward these are the agreed whole school effort grades
1. An excellent effort, your work shows thought and care in all aspects and will lead to you meeting or exceeding your targets
2. Ā A good effort but some room for improvement in either presentation, completion of work, or more in depth answers in order to reach all the objectives
3. A satisfactory effort but there is lots of opportunity to improve and reach all your targets. Ā Make greater effort in some or all of the following: thinking skills, presentation, completing work or detailed answers.
4. A poor effort, not enough work has been attempted or completed. Presentation is poor and you have not reached the targets set.
Marking of spelling punctuation and grammar: All staff have a responsibility to improve pupilsā spelling, punctuation and grammar. It should not leave a page covered in green ink, as this is de-motivating. A simple āspā with the correction adjacent should suffice for spelling. Only one or two spellings per page should be corrected
It is good practice to reinforce correct spelling by asking pupils to re-write spellings three times in their books and staff should facilitate this when possible.
Summative marking and Detailed Feed back in books
Departments should identify one piece of work per half term that is marked in depth and is graded according to NC and GCSE (or equivalent) standards.
The individual outcomes of these in depth assessments should be recorded on department tracking systems and will form the basis of the data used in the whole school assessment and reporting system.
Marking of summative assessments, such as tests, should be done by the teacher, according to an established mark scheme used by all relevant staff.
Comments pertaining to this work should include an indicator of the level students are working at.
E.g. āThis is a good level 5 to improve to a 6 you would need toā¦ā¦.ā
It is the responsibility of each department to make clear to students what the expectations and criteria are of each level and grade awarded. Ā At KS3 this would mean levels 3 to 7 and at KS4 the GCSE or BTEC grade. Students should be able to access exemplar material at each level through lessons or classroom display.
It is good practice for departments to develop a bank of such comments.