HATFIELD WOODHOUSE PRIMARY SCHOOL MARKING POLICY Rationale A clear, positive marking policy throughout school is essential to support teaching and learning. Constructive comments, both oral and written, need to be evaluative or diagnostic, and should provide sufficient guidance to enable pupils to develop and extend skills and understanding, and enhance performance. Marking is a key component of the on-going process of assessment. The outcomes of marking should inform planning and support pupils and teachers in target-setting, to be a positive influence on learning ensuring progression. Aims 1. To inform teachers of progress made by pupils. 2. To ensure that pupils understand the purpose, criteria and context for marking. 3. To secure in pupils a sense of confidence and raise self-esteem. 4. To inform pupils by providing prompt feedback, encouragement, recognising and rewarding effort. 5. To make children aware of their mistakes, highlight problems and encourage pupils to learn from mistakes. 6. To promote in pupils further development and improvement in skills, understanding and academic achievement by setting realistic short-term targets. 7. To help pupils determine success criteria to ensure they understand what â€œgoodâ€? looks like and how they can achieve their targets. 8. To allow consistency/ moderation in assessment. Objectives 1. To mark regularly. 2. To mark sensitively. 3. To be selective/prioritise. 4. To be consistent. 5. To allow time for pupil self-assessment and self review. 6. To establish interaction/dialogue between pupils and teacher. Children with additional needs Marking_Policy_May_2007.doc7
Teachers will mark sensitively the work of children with additional needs. Marking and comments will be based on the efforts and achievements of children in relation to their additional needs. Inclusion The school recognises that inclusion is a set of never ending processes and is committed to striving to develop inclusive cultures, policies and practises by engaging in a critical approach to ensure the minimising of barriers to learning. In all areas of the curriculum, classroom activities encourage the participation of all pupils. All pupils are valued and the marking of work should reflect this. Work produced by children with additional needs should be marked sensitively and comments should reflect the effort and achievement of the individual child rather than the attainment. The school is aware of LEA support and that of other agencies should there be a need to cater for pupils with a physical disability, who may be hearing or visually impaired, have English as a second language or come from a traveller family. The school fully understands its responsibilities in regard to these pupils and knows how to make adaptations should they be necessary. For the children identified on the G&T register teachers will follow methods of marking appropriate to the individual; they should also be aware of when to intervene to extend a childâ€™s thinking so that concepts move towards the higher level thinking. This can partly be accomplished in the marking process. Policy into Practice To ensure that pupils clearly understand the learning objective and success criteria before embarking on tasks. Marking 1. To mark in blue biro. 2. To try not to disfigure work. 3. To refrain from marking work to be used for displays apart from commenting at the end of the piece of work. 4. To make comments at the end of the work which should in the main, be positive and indicate what the children have to do to achieve the next steps. 5. To write realistic targets on work when appropriate. 6. To always recognise and reward effort. 7. To operate the school rewards system fairly.
1. Written Work
Foundation Stage – In the foundation stage, practitioners will speak with children on a group or individual basis to support their learning. This system will be based on praise and reward.
KS1 - To begin to develop the process begun in the Foundation Stage in order to develop and extend their learning through positive comment and reward
KS2 - To encourage self-help strategies to promote more independent learning.
Written work – Symbols/abbreviations O ^ // HP
LO Achieved EGWS TP GforG -
Circle to indicate omission or misuse of capital letters. To indicate missing word or punctuation mark. new paragraph as praise House Points – Key Stage 2 Reward Stamps – Foundation Stage and Key Stage 1. Achieved target. Exceptionally good work slip Tickled Pink (Pink hi-lighter pen lines in margin) Green for Growth (Green hi-lighter pen lines in margin)
The above abbreviations to be written in margin and error underlined. 9. Numeracy • Foundation and KS1 Written work to be marked in blue biro with ticks and crosses to denote what is correct and what is incorrect. Feedback to be mainly verbal – some written comments may be used if the child is not present when the work is marked. Stamps are to be awarded for good work. • KS2 Written work is to be marked in blue biro with ticks and crosses to denote what is correct and what is incorrect. Careless errors are to be circled in order to bring them to the attention of the child. Verbal feedback should be given where possible. Ideally work should be marked in the presence of the child, however, due to the increasing amount of written work produced, some work will need to be marked after lessons – in these circumstances written comments should be made where necessary. •
When work has been discussed with pupils a note to be written on the work ‘discussed’ and initialled rather than a long comment.
Updated November 2007