MARKING & FEEDBACK POLICY
Marking & Feedback Policy Draft
SOUTH SHIELDS COMMUNITY SCHOOL
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MARKING & FEEDBACK POLICY
MARKING & FEEDBACK POLICY RATIONALE We believe feedback and marking should be constructive for every student, focusing on success and improvement against learning intentions; enabling students to become reflective learners.
AIM Principles -Marking and feedback should: Be manageable for teachers Relate to learning intentions, which need to be shared with students. Involve all adults working with students in the classroom Give students opportunities to become aware of and reflect on their learning needs Be clear and informative Be consistent. Include positive feedback to improve students’ learning experience Give clear strategies for improvement Allow specific time for students to read, reflect and respond to marking Respond to individual learning needs Inform future planning and individual target setting. Encourage students to self mark wherever possible Encourage students to take part in peer assessment.
SOUTH SHIELDS COMMUNITY SCHOOL
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MARKING & FEEDBACK POLICY
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PRINCIPLES South Shields Community School will use the principles and techniques of (AFL) Assessment for Learning to assist in Marking and Feedback. Assessment for Learning (formative assessment) is the process of using classroom assessment to improve learning, whereas assessment of learning (summative assessment) is the measurement of what students can do. In Assessment for Learning: Teachers share targets with students Students know and recognise the standards to which they should aim to improve their work There is feedback that leads students to identify what they should do next in order to improve their work Students review and reflect on their performance and they develop skills in self-assessment To assist classroom teaching South Shields Community School incorporates the following AFL strategies into lessons: Comment only marking Objective led lessons Differentiated lesson plans with level/grade ranges Questionning - whole class/group/paired/individual thinking time Thinking time Teacher led - feedback Self and peer assessment Student friendly level/grade descriptions displayed Targets and achievements should be dated in all feedback
SOUTH SHIELDS COMMUNITY SCHOOL
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STRATEGIES Summative Feedback/Marking Summative assessment is testing or assessing at the end of a task, project or examination. It is associated with closed tasks or exercises. Formative Feedback/Marking Feedback and comments to students should focus firstly on issues about the learning and then how to make progress or improve their work 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. Wherever feedback is given this should focus on the learning intention of the task. The emphasis in marking should be on both success against the learning intention and future improvement. Focused comments should help the student in improving their work. Teachers will highlight 3 parts of a piece of work which respond successfully to the learning objectives and select one area where students can improve their work. Where students have successfully met all of the learning intentions staff should lead students to extend their learning beyond the original learning objectives. A reminder prompt: ‘What else could you say here?’ A scaffolded prompt: ‘What was the dog’s tail doing?, the dog was angry so he...’, ‘Describe the expression on the dog’s face’ An example prompt: ‘Choose one of these or your own: He ran round in circles looking for the rabbit/The dog couldn’t believe his eyes’
SOUTH SHIELDS COMMUNITY SCHOOL
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STRATEGIES Secretarial features: Spelling, punctuation, grammar etc should not be corrected in every piece of narrative writing, because students cannot effectively focus on too many things in one space of time. When work is finished ask students to check their work when they read it through and ensure the task activity has been achieved. They should not be told to correct all spellings, because they are likely to write further misspellings or waste time looking words up - unless this is part of their Personal Learning Plan (PLP). Only give students feedback about those things you have asked them to pay attention to. This will mean that some aspects of writing are unmarked, but over time will be marked. Self-marking: Students should self-mark wherever possible. Students can identify their own three successes and look for improvement points. The plenary can then focus on this process as a way of analysing the learning.
SOUTH SHIELDS COMMUNITY SCHOOL
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Peer Assessment: Paired marking : Before ends of lessons students should sometimes be asked to mark work in pairs. The following points are important: Paired marking should only be introduced with all students with clear guidance from the teacher. Students need to be trained how to do this. Ground rules (listening, interruptions, confidentiality etc.) should be decided then displayed in the classroom. Students should alternately point out what they like first, holding the highlighter pen, and then suggest ways to improve the work, but only against the learning intention and not spellings etc. (Unless correct spelling is one of the learning intentions) Pairings decided by the teacher. Pairings should be varied. Encourage dialogue between the students. Organisational Tips The main part of a lesson should, wherever possible, be used to get around the class to establish understanding and act upon it where the work is too easy or too difficult. Where possible students should be encouraged to engage in peer group assessment activities where appropriate. Wherever class discussion takes place, feedback and or an assessment is given. Distance marking should be accessible to students and manageable for teachers. When work has been marked by the teacher, time should be given for students to read and then make improvements based upon the improvement suggestion.
SOUTH SHIELDS COMMUNITY SCHOOL
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STUDENT SUPPORT 1.
Student Support teams meet half termly.
Standing items Analysis of data on student behaviour Attendance and punctuality Analysis of data on rewards Student progress Student planners Reports to parents Student reviews (including parents evening) 2. Student Support Managers meet with line manager half termly to analyse and evaluate the above agenda 3. Student Support Managers meets with line manager and Headteacher to review and set targets termly. 4. Line Manger meets with Headteacher half termly to analyse and evaluate the work of student support teams. 5. Headteacher’s evaluative summary of reports by line managers to Disciplinary and Pastoral Committee of Governors.
SUPPORT SERVICES 1. Student Support teams meet half termly. Standing items Analyse performance indicators Analyse response from users Health & Safety 2. Support Service Managers meet with Head of Support Services to review above agenda. 3. Support Service Managers meet with Head of Support Services and Headteacher half termly. 4. Head of Support Services meets with Headteacher half termly. 5. Headteacher’s evaluative summary of reports to community and facilities committee.
SOUTH SHIELDS COMMUNITY SCHOOL
MARKING & FEEDBACK POLICY
PATTERN OF MONITORING MEETINGS
The Role of Governors Governors need to be assured that monitoring, review and evaluation are strong element within the school. The results of reviews and evaluation will be reported to the appropriate committee of the governors, who may ask for a verbal report from for example, a leader of a subject or college. This information will allow governors to target resources and to evaluate the decisions they take.
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DEPARTMENT SELF EVALUATION The focus for routine self-review will be the Department SEF, which will be built up over the year by the Departmental Manager and SLT member responsible. Monitoring Files provide essential information to assist development planning. Departmental SEF will consist of 7 sections to reflect the whole school SEF and include the evidence on which evaluations are based or will signpost where the evidence can be found. Sections of SEF 1 2 3 4 5 6 7
Characteristics of the department Views of Stakeholders Standards Personal development and well being (ECM) Quality of provision Leadership and Management Overall effectiveness
Curriculum Departments Expressive Arts Humanities ICT/Business Languages Maths Science Technology Student Support Departments Student Support (Davy) Student Support (Herschel) Student Support (Swan) Transition AEN Support Services departments Exams & Assessment Administration Site/Safety LRC Extended Services Finance
SOUTH SHIELDS COMMUNITY SCHOOL
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SUGGESTED TIMETABLE FOR MONITORING ACTIVITIES (CURRICULUM) Lesson Observation Each member of staff to be observed each term. Term 1 Focus on Year 11 & 9 Term 2 Focus on Year 7 & 8 Term 3 Focus on Year 10 Book Scrutiny Each term books from each member of staff should be scrutinized. Term 1 Focus on Year 8 & 10 Term 2 Focus on Year 11 & 9 Term 3 Focus on Year 7 Pupil Voice Each term groups of students should be interviewed about their experience. Term 1 Focus on Year 7 & 11 Term 2 Focus on Year 10 Term 3 Focus on Year 8 & 9 Data Analysis Evaluation of students progress should be carried out for each year group each half-term. Full Evaluation of external exam results should take place in September. Review of Resources and Finance Should take place in the spring-term in preparation for outline development planning. Review of students attitude and behaviour should take place each term using events data and lesson observation. Health & Safety Termly Equipment checks. Annual student induction records.
SOUTH SHIELDS COMMUNITY SCHOOL
MARKING & FEEDBACK POLICY
Sept
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Lesson Observation
Book Scruitiny
Student Voice
ARR
Resources
Performance Management
Year 11
Year 8
Year 7
External Exams
Finance
Review impact of INSET
Oct
Nov
Year 9
Year 10
Year 11
Dec Jan
Internal Year 7
Year 11
Year 11 reports internal Year 8
Year 9 reports
Year 9
Year 8 reports
April
May
June
Finance & Resources
Year 10
Feb
Mar
Review & set individual target
Internal
Year 10
Year 7
Year 9
Year 7 reports Internal
Year 8
Year 10 reports internal
July
SOUTH SHIELDS COMMUNITY SCHOOL
Personal Development & Wellbeing
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SUGGESTED TIMETABLE FOR MONITORING (STUDENT SUPPORT) Student Attendance & Punctuality Weekly with half termly summaries. Student Behaviour Weekly with half termly summaries. Student Rewards Half termly Use of Planners Half termly Student Reviews Half termly Student Progress Half termly
WRITING YOUR SEF Your SEF must be up to date in the spring term in order to enable you to produce an outline development plan giving the main priorities your development based on the evidence in the SEF. In order to spread the workload involved in writing the SEF you might adapt the following timescales. i. Characteristic of the department
July
ii. Views of Stakeholders
June
iii. Standards
Sept
iv. Personal development & Well being
May
v. Quality of provision
Jan
vi. Leadership & Management
Nov
vii. Overall effectiveness
Feb
SOUTH SHIELDS COMMUNITY SCHOOL
MARKING & FEEDBACK POLICY
Draft policy to Staff Draft policy to Governors Agreed by Governors Review date
SOUTH SHIELDS COMMUNITY SCHOOL
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Learning managers 25th Feb