Marking Policy
Rhyddings Business and Enterprise School
Marking Policy Headteacher
Chair of Governors
Date agreed
3 October 2017
Next review
October 2019
Rationale To ensure that all students have their work marked in such a way that it is likely to improve their learning, develop their self-confidence, raise self-esteem and provide opportunities for self-assessment. Marking has the potential to be a powerful, manageable and useful ongoing diagnostic record of students’ achievements which feeds into future planning. It is also a very effective medium for providing feedback to students about their progress. The core aims of the marking of students’ work are: •
To teach students to recognise what they do well, and the progress they are making. (WWW)
•
To help students to improve their work through the setting of challenging, but achievable targets. (EBI)
•
To allow students’ to build up a realistic picture of their strengths and weaknesses and foster a culture whereby it is acceptable to make mistakes, but then good to learn from and remedy them.
•
To monitor if teaching has been effective and inform the next steps of planning.
•
To provide a record of past interactions for outside audiences.
•
To provide opportunities to give praise and encouragement and to show we value their work.
•
To motivate students to want to produce high quality work and make progress.
•
To reinforce the standard aimed for.
Broad Guidelines Good marking occurs when it is: • Clearly related to the aims of the lesson or section of coursework. • Meaningful and personalised for the individual student. • Used to inform future planning. • Positive and constructive, with appropriate praise given. Page 1 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
•
Used to encourage a dialogue between teacher and student.
Our marking should include: •
Verbal and written feedback. (WWW/EBI)
•
Displays of students’ work to show the standard that is expected.
•
The date, title and student’s name.
•
Comments that relate to the planned learning objectives, recognition of students achievements and indication of the next steps in their learning.
•
Self and peer assessment
•
TIME built into lessons for students to reflect on marking and respond to it (using purple pen to make it clear it is the students reflecting/improving)
•
Moderation within departments.
Approaches to Marking: Marking should be undertaken as soon as possible. Marking may sometimes be done in the classroom with the student or a group, so that dialogue can take place and areas of difficulty can be promptly dealt with. It is not necessary to mark every piece of work in detail. Immediate feedback is acceptable when more detailed feedback (WWW/EBI) is not needed. Its principle purpose is to:
Show you are aware of the quality of work
Challenge incomplete or untidy work
Record an occasional comment in recognition of outstanding effort
Identify pupils who may need more help or challenge
Identify SPaG errors using either a highlighter or by circling the error to signal an error
Students and parents both need to see evidence of this. Page 2 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
•
Different focuses will apply to different pieces of work.
•
Selective self-marking by students and peer assessment is acceptable, providing the accuracy of marking is checked and written acknowledgement is made by the teacher afterwards.
•
Where ‘see me’ is written, teachers should tick and initial when this has taken place.
•
Students should be taught to reflect on and respond effectively to teacher comments using purple pen.
•
Correcting every mistake can be demoralising. Highlighting a selection of SPaG errors is more effective and aids progress when students respond.
•
When written comments are made by staff, questions are sometimes usefully employed to which the student should then be expected to write an answer, e.g. what is the rule for calculating the volume of a cube?
•
Questions can also be fairly open-ended to prompt a reflective response, e.g. What do you think about…? What would happen if…? Can you find another way to get the answer?
•
Time should be allowed for students to reflect on teachers’ written / verbal comments.
•
Teachers should write legibly and model good practice.
•
When marking, staff should note where students are missing important notes handed out in lesson time. Independent learners would request these.
The Marking Process •
Before a piece of work is undertaken, students should be clear what is going to be assessed when the work is marked. (Give success criteria from outset.)
•
During a piece of work, over-marking should be avoided. It is more realistic that a student will benefit from the targeting of two or three key points for learning. (EBI)
•
There should be a clear and coherent approach to assessment for learning across each department that is in line with the marking
Page 3 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
policy. (See individual departmental approaches at the bottom of the policy) •
Make constructive criticism by targeting a specific area for improvement or offer guidance on how to achieve the next level or grade.
•
Where appropriate, teachers should indicate clearly which assessment criteria have been met.
•
Before the next piece of work is undertaken, it will be necessary to revisit the targets from the previous piece of work.
Spelling and Grammar: •
In a piece of written work, a limited number of key (e.g. high frequency) words should be identified for correction by being highlighted, or by being circled, and the student will self-correct.
•
Spellings should be corrected using the LOOK, SAY, COVER, WRITE, CHECK method.
•
Literacy across the curriculum is of paramount importance. Spelling, grammar and punctuation is marked in all subjects.
•
Poor spellers to be trained how to use dictionaries.
•
Students should be encouraged to ‘have a go’ and not be restricted by the need to spell all words correctly at the drafting stage of a piece of writing, which inhibits the creative process.
N.B: Marking/target setting should not be overly focused on spelling and presentation. Targets should be set on key areas for skills development, e.g. purpose and organisation in a piece of writing.
Page 4 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
It is recommended that teachers adopt the following marking process where appropriate. Directory of Marking Symbols All departments will use the following symbols when correcting pupils' work. 0
Circle or highlight errors
we was wrong grammatical mistake
Underline or highlight a word or phrase showing If something missed out
?
Meaning unclear – or no workings
//
New paragraph
Departmental Marking Policy Each Department should establish a Marking Policy which reflects the needs of the individual subject, but which does not conflict with the School’s overall policy. Marking should usually recognise achievement and effort but should not confuse the two. All such policies should include the following as a core: When you present your class hand written work/homework, you must:
Use blue or black pens for writing
Crossings out to be with one neat line – no correcting fluid
Write the date and title in full
Use a ruler for drawing straight lines, tables ….
Where work has been word-processed and is resubmitted following amendments, the original draft with teacher comments should be included. It is the responsibility of all classroom teachers: •
To ensure that all class work and homework is marked regularly according to the department and school’s marking policy.
Page 5 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
•
To ensure that when marking takes place any unfinished work is subsequently completed.
•
To keep a record of marks and assessments achieved in accordance with the agreed procedures within the department.
•
To explain the marking and assessment grading systems to the students.
•
To ensure that assessment information informs further curriculum planning.
Students are to be assessed and an appropriate grade/mark given for key assessment pieces and for substantial pieces of work where appropriate – at least once per cycle. Evaluation The policy will be evaluated by:
Lead subject teachers regularly inspecting a sample of exercise books or folder-work and reporting back their findings to their line manager and to members of staff concerned.
SLT undertaking work scrutiny on a regular basis, (approx. once per cycle) and report back their findings to Lead subject teachers. Where praise is due the lead subject teachers will see the member of staff concerned. Where there is significant concern a member of SLT will speak directly to that member of staff. Parents
Parents have access to the policy via the School web site www.rhyddings.co.uk
Page 6 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
Personalised Departmental Approaches All departments mark in line with the whole school marking, assessment and reporting policy. Below is an outline of the departments that have adapted the policy to ensure AFL is implemented in the most effective way, with the focus being on student progress. Art: Assessment sheets are used with students to show students’ targets and they reflect by using MRI or like-minded approaches to learning groups. History: Target codes are used for marking, which students respond to as outlined in the whole school policy. R.E: Highlighting in pink is used to identify literacy errors, and students correct their errors. Dot marking is also used, with students having to identify the error/problem they have made in their work and then correct it. Evolve: Students’ work is filmed and stored so that progress over time can be measured. Students’ responses to feedback is also tracked on an internal tracker to again monitor progress. Computer Science: Use of departmental templates/documents to improve consistency in how feedback is delivered to students. PE: Verbal feedback is given to students in years 7-8 as well as self and peer assessment working on assessment grids Exam qualifications – marking to the relevant specifications all comment based with guidance given in line with exam board policies, students doing the V-cert are given 1 opportunity to re-submit coursework grading’s for this are given NYA (not yet achieved) P (pass) M (Merit) D (Distinction) GCSE PE students are given topic tests which are marked and returned to students who then use a different colour pen to make improvements Health and Social:
Page 7 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
Dot marking and verbal feedback sheets are used, with students responding to their EBI. Maths: Maths use a range of books and folders. Orange books are for everyday use, which is self/peer marked. Blue books are used for notes and mini assessments after each topic and marked by the class teacher. The green assessment folders are for formal end of cycle assessments.
Page 8 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
Marking Policy Headteacher
Chair of Governors
Date agreed
3 October 2017
Next review
October 2019
Rationale To ensure that all students have their work marked in such a way that it is likely to improve their learning, develop their self-confidence, raise self-esteem and provide opportunities for self-assessment. Marking has the potential to be a powerful, manageable and useful ongoing diagnostic record of students’ achievements which feeds into future planning. It is also a very effective medium for providing feedback to students about their progress. The core aims of the marking of students’ work are: •
To teach students to recognise what they do well, and the progress they are making. (WWW)
•
To help students to improve their work through the setting of challenging, but achievable targets. (EBI)
•
To allow students’ to build up a realistic picture of their strengths and weaknesses and foster a culture whereby it is acceptable to make mistakes, but then good to learn from and remedy them.
•
To monitor if teaching has been effective and inform the next steps of planning.
•
To provide a record of past interactions for outside audiences.
•
To provide opportunities to give praise and encouragement and to show we value their work.
•
To motivate students to want to produce high quality work and make progress.
•
To reinforce the standard aimed for.
Broad Guidelines Good marking occurs when it is: • Clearly related to the aims of the lesson or section of coursework. • Meaningful and personalised for the individual student. • Used to inform future planning. • Positive and constructive, with appropriate praise given. Page 1 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
•
Used to encourage a dialogue between teacher and student.
Our marking should include: •
Verbal and written feedback. (WWW/EBI)
•
Displays of students’ work to show the standard that is expected.
•
The date, title and student’s name.
•
Comments that relate to the planned learning objectives, recognition of students achievements and indication of the next steps in their learning.
•
Self and peer assessment
•
TIME built into lessons for students to reflect on marking and respond to it (using purple pen to make it clear it is the students reflecting/improving)
•
Moderation within departments.
Approaches to Marking: Marking should be undertaken as soon as possible. Marking may sometimes be done in the classroom with the student or a group, so that dialogue can take place and areas of difficulty can be promptly dealt with. It is not necessary to mark every piece of work in detail. Immediate feedback is acceptable when more detailed feedback (WWW/EBI) is not needed. Its principle purpose is to:
Show you are aware of the quality of work
Challenge incomplete or untidy work
Record an occasional comment in recognition of outstanding effort
Identify pupils who may need more help or challenge
Identify SPaG errors using either a highlighter or by circling the error to signal an error
Students and parents both need to see evidence of this. Page 2 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
•
Different focuses will apply to different pieces of work.
•
Selective self-marking by students and peer assessment is acceptable, providing the accuracy of marking is checked and written acknowledgement is made by the teacher afterwards.
•
Where ‘see me’ is written, teachers should tick and initial when this has taken place.
•
Students should be taught to reflect on and respond effectively to teacher comments using purple pen.
•
Correcting every mistake can be demoralising. Highlighting a selection of SPaG errors is more effective and aids progress when students respond.
•
When written comments are made by staff, questions are sometimes usefully employed to which the student should then be expected to write an answer, e.g. what is the rule for calculating the volume of a cube?
•
Questions can also be fairly open-ended to prompt a reflective response, e.g. What do you think about…? What would happen if…? Can you find another way to get the answer?
•
Time should be allowed for students to reflect on teachers’ written / verbal comments.
•
Teachers should write legibly and model good practice.
•
When marking, staff should note where students are missing important notes handed out in lesson time. Independent learners would request these.
The Marking Process •
Before a piece of work is undertaken, students should be clear what is going to be assessed when the work is marked. (Give success criteria from outset.)
•
During a piece of work, over-marking should be avoided. It is more realistic that a student will benefit from the targeting of two or three key points for learning. (EBI)
•
There should be a clear and coherent approach to assessment for learning across each department that is in line with the marking
Page 3 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
policy. (See individual departmental approaches at the bottom of the policy) •
Make constructive criticism by targeting a specific area for improvement or offer guidance on how to achieve the next level or grade.
•
Where appropriate, teachers should indicate clearly which assessment criteria have been met.
•
Before the next piece of work is undertaken, it will be necessary to revisit the targets from the previous piece of work.
Spelling and Grammar: •
In a piece of written work, a limited number of key (e.g. high frequency) words should be identified for correction by being highlighted, or by being circled, and the student will self-correct.
•
Spellings should be corrected using the LOOK, SAY, COVER, WRITE, CHECK method.
•
Literacy across the curriculum is of paramount importance. Spelling, grammar and punctuation is marked in all subjects.
•
Poor spellers to be trained how to use dictionaries.
•
Students should be encouraged to ‘have a go’ and not be restricted by the need to spell all words correctly at the drafting stage of a piece of writing, which inhibits the creative process.
N.B: Marking/target setting should not be overly focused on spelling and presentation. Targets should be set on key areas for skills development, e.g. purpose and organisation in a piece of writing.
Page 4 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
It is recommended that teachers adopt the following marking process where appropriate. Directory of Marking Symbols All departments will use the following symbols when correcting pupils' work. 0
Circle or highlight errors
we was wrong grammatical mistake
Underline or highlight a word or phrase showing If something missed out
?
Meaning unclear – or no workings
//
New paragraph
Departmental Marking Policy Each Department should establish a Marking Policy which reflects the needs of the individual subject, but which does not conflict with the School’s overall policy. Marking should usually recognise achievement and effort but should not confuse the two. All such policies should include the following as a core: When you present your class hand written work/homework, you must:
Use blue or black pens for writing
Crossings out to be with one neat line – no correcting fluid
Write the date and title in full
Use a ruler for drawing straight lines, tables ….
Where work has been word-processed and is resubmitted following amendments, the original draft with teacher comments should be included. It is the responsibility of all classroom teachers: •
To ensure that all class work and homework is marked regularly according to the department and school’s marking policy.
Page 5 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
•
To ensure that when marking takes place any unfinished work is subsequently completed.
•
To keep a record of marks and assessments achieved in accordance with the agreed procedures within the department.
•
To explain the marking and assessment grading systems to the students.
•
To ensure that assessment information informs further curriculum planning.
Students are to be assessed and an appropriate grade/mark given for key assessment pieces and for substantial pieces of work where appropriate – at least once per cycle. Evaluation The policy will be evaluated by:
Lead subject teachers regularly inspecting a sample of exercise books or folder-work and reporting back their findings to their line manager and to members of staff concerned.
SLT undertaking work scrutiny on a regular basis, (approx. once per cycle) and report back their findings to Lead subject teachers. Where praise is due the lead subject teachers will see the member of staff concerned. Where there is significant concern a member of SLT will speak directly to that member of staff. Parents
Parents have access to the policy via the School web site www.rhyddings.co.uk
Page 6 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
Personalised Departmental Approaches All departments mark in line with the whole school marking, assessment and reporting policy. Below is an outline of the departments that have adapted the policy to ensure AFL is implemented in the most effective way, with the focus being on student progress. Art: Assessment sheets are used with students to show students’ targets and they reflect by using MRI or like-minded approaches to learning groups. History: Target codes are used for marking, which students respond to as outlined in the whole school policy. R.E: Highlighting in pink is used to identify literacy errors, and students correct their errors. Dot marking is also used, with students having to identify the error/problem they have made in their work and then correct it. Evolve: Students’ work is filmed and stored so that progress over time can be measured. Students’ responses to feedback is also tracked on an internal tracker to again monitor progress. Computer Science: Use of departmental templates/documents to improve consistency in how feedback is delivered to students. PE: Verbal feedback is given to students in years 7-8 as well as self and peer assessment working on assessment grids Exam qualifications – marking to the relevant specifications all comment based with guidance given in line with exam board policies, students doing the V-cert are given 1 opportunity to re-submit coursework grading’s for this are given NYA (not yet achieved) P (pass) M (Merit) D (Distinction) GCSE PE students are given topic tests which are marked and returned to students who then use a different colour pen to make improvements Health and Social:
Page 7 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
Dot marking and verbal feedback sheets are used, with students responding to their EBI. Maths: Maths use a range of books and folders. Orange books are for everyday use, which is self/peer marked. Blue books are used for notes and mini assessments after each topic and marked by the class teacher. The green assessment folders are for formal end of cycle assessments.
Page 8 of 9 Rhyddings Business and Enterprise School Marking Policy October 2017 - 2019
