Policy No. 51
Assessment, Marking and Feedback Policy
Date of Policy / Reviewed October 2016Author / Marking and Assessment Policy group
Date approved by governors / 23 February 2017
Review Date / October 2017
“Feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor. Indeed, the whole purpose of feedback should be to increase the extent to which students are owners of their own learning”.
Dylan Wiliam, Embedded Formative Assessment
Policy aims:
This policy applies to all staff and students in all curriculum areas. It aims to provide a common system for marking and feedback which enables students to understand clearly how to improve, review targets and make progress.
Assessments:
Departments carry out three summative assessments during the year and provide each student with a level, GCSE grade or A level grade as appropriate. Summative assessments are standardised and moderated within departments to ensure consistency and accuracy of data. Each data entry is followed by a report written for parents or carers.
Marking for improvement:
There should be regular marking and feedback throughout the year with a minimum expectation that teachers will mark students’ work every 8 lessons. All marking should be closely connected to learning objectives and success criteria. There should be a clear comment about what has been done well (WWW) and how further progress in learning can be made (EBI). When homework is set it should be marked promptly as part of improvement marking.
There should be evidence in students’ work that they have responded promptly, in red pen, to the teacher’s feedback which should be in green pen. Written feedback from teachers should be legible and accessible to all students. In practical subjects, such as Technology and Drama, the impact of teacher feedback will be evident in the improving quality of students’ work.
Written work should be presented neatly in blue or black pen with dates and titles underlined.
It is the responsibility of all staff to help students to improve their literacy. In each piece of marked work,staff should correct literacy errors using the school’s literacy codes.
Single tick = good pointDouble tick = well written section – apt and clear
SP = spelling error. Underline or circle
P = incorrect use of punctuation; student needs to find
and correct this error
G = incorrect use of grammar
C = capital letter missing
. = full stop missing
// = paragraph is missing
/ = new sentence should start
^ = letter of word is missing
Q = question from teacher that requires independent
response
L = inappropriate language for the task set such as
slang, text-speak, lack of terminology
? = confusing
T = target for next piece of work
Where literacyerrors are repeated teachers should set literacy targets. Once the student has demonstrated that they are able to use the particular element of literacy accurately the teacher should acknowledge thatthe target has been met as in the following examples:
L.T. (Literacy Target) = Cfollowed by L.T. C met
L.T. (Literacy Target) = //followed by L.T. // met
L.T. (Literacy Target) = P followed by L.T. P met
All staff, where possible, should build opportunities for students to develop extended writing skills and developed oral answers into their planning.
Where staff have not followed the policy, informal support will be given under the Academy’s Appraisal Policy.