of 3 Marking and Feedback policy Maths - Malmesbury Park Primary ...
Marking and Feedback policy Maths (Adopted: May 2015 – Review: October 2016) Applies to: All Staff
Pages: 3
Ref:001
Written by: Sue Saxby
Issue Number:3
Date: May 2015
Approved by: Curriculum and Standards Committee Rationale It is only when children make mistakes that learning becomes possible. The key purpose of feedback and marking is to promote learning. Marking and feedback is an integral part of our assessment procedures. It enables us to: show the children that we value their work. enhance children’s learning by offering guidance on how work can be improved. inform planning, be diagnostic The criteria for assessment in all subjects and all phases are shared and understood by all children, teachers and support staff. Effective feedback and marking in all phases and all subjects will: Give feedback to children to inform them of their achievements and the next steps in their learning –all next steps will lead to some kind of action by the child Demonstrate appreciation of children’s effort Inform future planning and learning Help parents to understand the strengths and areas to develop in their children’s work Evaluate and assess children’s learning in order to provide progress data for the school Marking Procedures Green biro and pink pen or highlighters will be used to mark all of the children’s work including English, maths and Project work. Written feedback will include focused, specific and clear phrases. As far as possible, marking will be done daily or when a piece of work is completed Marking will relate directly to expected learning outcomes and the child’s attainment in relation to this Teachers writing to be neat and legible in order for the learner to access the comments Marking procedures for Maths When a lesson objective has been achieved this will be highlighted with a green highlighter pen. When the objective has not been achieved it will be left unhighlighted The following codes will be used in maths work Correct Incorrect try again A completed correction Challenge question Verbal feedback
Green biro (KS2) Green highlight (KS1) Pink Highlight
C Pawprint/ Stamp/ E (for extending learning) VF
Correction Procedures
Page 1 of 3
Corrections will be completed underneath or near to work Rubbers will not be used for corrections unless directed by the teacher Errors will be neatly crossed out with a pencil and ruler
Children need to be helped to understand that getting things wrong is part of the learning process and therefore it is ok to make errors and make to have corrections to complete Where all calculations are correct, a challenge questions may be selected from the following: Explain your thinking What have you discovered? Write another question like this one to challenge a friend Write a top tip for a friend to solve your question Have you found all the possibilities? How do you know? Have you found the best solution? Show me another way you could have answered this question Can you see a pattern? Try 5 more and explain your findings How can this pattern help you find an answer?
Children need to understand that if they have a challenge question this is positive as it is extending their learning Or a next step may be modelled
Next try this
1/3 of 18 =
Next try this
28-11 = 11
2/3 of 18 =
23
Next try percentage decreases 140 -20% 10% of 140 = 14 10% of 140 = 14 14 +14 =28 140 -28 = Time will be identified by the teacher and allocated in order for the child to respond to the improvement comment. This is often most effective at the start of the school day or the start of the next lesson. Children’s response to the Verbal Feedback (VF) When VF is provided to a child they take a pen in a different colour and indicate the guidance or reminder they have been given by a code in the margin The codes to are developed by each phase and individual subjects When the teacher looks at the book at a later date they put a smiley face next to the comment to show that it has been acted upon. Self and Peer assessment Children will be carefully trained to use the success criteria.
Page 2 of 3
When a given piece of work is designated to be self assessed or peer assessed, the success criteria will discussed in depth in order for a clear understanding to be held be all. For peer assessment, the children will work in mixed ability teams . Once corrections have been marked they will identify a challenge question and work together to answer it For self assessment once the corrections have been completed the child will respond to one appropriate challenge question demonstrating their understanding. Self assessment or peer assessment will take place at least once a month.
Page 3 of 3
Pages: 3
Ref:001
Written by: Sue Saxby
Issue Number:3
Date: May 2015
Approved by: Curriculum and Standards Committee Rationale It is only when children make mistakes that learning becomes possible. The key purpose of feedback and marking is to promote learning. Marking and feedback is an integral part of our assessment procedures. It enables us to: show the children that we value their work. enhance children’s learning by offering guidance on how work can be improved. inform planning, be diagnostic The criteria for assessment in all subjects and all phases are shared and understood by all children, teachers and support staff. Effective feedback and marking in all phases and all subjects will: Give feedback to children to inform them of their achievements and the next steps in their learning –all next steps will lead to some kind of action by the child Demonstrate appreciation of children’s effort Inform future planning and learning Help parents to understand the strengths and areas to develop in their children’s work Evaluate and assess children’s learning in order to provide progress data for the school Marking Procedures Green biro and pink pen or highlighters will be used to mark all of the children’s work including English, maths and Project work. Written feedback will include focused, specific and clear phrases. As far as possible, marking will be done daily or when a piece of work is completed Marking will relate directly to expected learning outcomes and the child’s attainment in relation to this Teachers writing to be neat and legible in order for the learner to access the comments Marking procedures for Maths When a lesson objective has been achieved this will be highlighted with a green highlighter pen. When the objective has not been achieved it will be left unhighlighted The following codes will be used in maths work Correct Incorrect try again A completed correction Challenge question Verbal feedback
Green biro (KS2) Green highlight (KS1) Pink Highlight
C Pawprint/ Stamp/ E (for extending learning) VF
Correction Procedures
Page 1 of 3
Corrections will be completed underneath or near to work Rubbers will not be used for corrections unless directed by the teacher Errors will be neatly crossed out with a pencil and ruler
Children need to be helped to understand that getting things wrong is part of the learning process and therefore it is ok to make errors and make to have corrections to complete Where all calculations are correct, a challenge questions may be selected from the following: Explain your thinking What have you discovered? Write another question like this one to challenge a friend Write a top tip for a friend to solve your question Have you found all the possibilities? How do you know? Have you found the best solution? Show me another way you could have answered this question Can you see a pattern? Try 5 more and explain your findings How can this pattern help you find an answer?
Children need to understand that if they have a challenge question this is positive as it is extending their learning Or a next step may be modelled
Next try this
1/3 of 18 =
Next try this
28-11 = 11
2/3 of 18 =
23
Next try percentage decreases 140 -20% 10% of 140 = 14 10% of 140 = 14 14 +14 =28 140 -28 = Time will be identified by the teacher and allocated in order for the child to respond to the improvement comment. This is often most effective at the start of the school day or the start of the next lesson. Children’s response to the Verbal Feedback (VF) When VF is provided to a child they take a pen in a different colour and indicate the guidance or reminder they have been given by a code in the margin The codes to are developed by each phase and individual subjects When the teacher looks at the book at a later date they put a smiley face next to the comment to show that it has been acted upon. Self and Peer assessment Children will be carefully trained to use the success criteria.
Page 2 of 3
When a given piece of work is designated to be self assessed or peer assessed, the success criteria will discussed in depth in order for a clear understanding to be held be all. For peer assessment, the children will work in mixed ability teams . Once corrections have been marked they will identify a challenge question and work together to answer it For self assessment once the corrections have been completed the child will respond to one appropriate challenge question demonstrating their understanding. Self assessment or peer assessment will take place at least once a month.
Page 3 of 3
