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YsgolLlanmiloe LlanmiloeSchool
AfL,MARKINGAND
FEEDBACK
POLICY
Signed by chair of governors: Mr J.D Rugg Date ratified: (by full governing body) Date of review: March 2019
March 2017
‘Dysgu a Thyfu Gyda’n Gilydd’.
‘Learning and Growing Together’
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Contents
1. Policy Introduction p3
2. Aims p3
3. AfL Strategies p3
4. Marking and Feedback p4
5. Marking and Feedback Strategies p4
6. Implementation of Policy p5
7. Roles and Responsibilities p6
8. Parents and Carers Information p7
9. Supply Teachers / New Staff p7
10. Monitoring and Review p7
11. Appendix 1 – Marking Code p8
12. Appendix 2 – Marking Code p9 -10
13. Appendix 3 – AfL Progression p11
14. Appendix 4 – Assessment Cycle p12
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Assessmentforlearning-MarkingandFeedbackPolicy2017
1Introduction
WebelievethattheprinciplesofAfL(AssessmentforLearning),includingqualitymarkingandfeedbacksethighexpectationsforall,helpstoraisestandardsandacceleratelearner’sprogress.WeaimtofollowtheprinciplesofAfLandensureitbecomespartofalllearningandteaching.Webelieveitmakeschildrenactivepartnersintheirlearninganddevelopstheirlearningtolearnskills,whichgiveseverylearnertheconfidencetheycanachieve.TheintentionisforAfLtooccurineverydaylessons.AfLimproveslearningandraisesstandards.Thewayteachersmarkandgivefeedbacktolearnersiscentraltotheprocess.TheWelshAssemblyGovernment’sdefinitionofAssessmentforLearning(AfL),containedinthedocument‘Whydevelopthinkingandassessmentforlearningintheclassroom?’(2009),issummarisedasfollows:
‘Assessmentforlearning(orformativeassessment)isfindingoutwherealearneriswithinalearning
continuum(A),knowingandmakingexplicitwherethelearnerneedstogetto(B)andmostimportantly
showingthelearner(orensuringthelearnerknows)howtogetthere(C).‘AB
CItisessentialthatthelearnertakesactioninordertoreachBforformativeassessmenttohavetakenplace.Allchildrenareentitledtoregularandcomprehensivefeedbackontheirlearningwhatevertheirageorability,thereforeacorebankofmarkingsymbolshavebeendevisedtobeusedacrossbothkeystagesthatwillallowcontinuityforthechildrenastheydevelopthroughtheSchool(SeeAppendix1)OurSchoolCouncilareanintegralpartofthestructureofthispolicy.LearnersweregiventheopportunitytodiscusswhatelementstheywouldliketoseebeingusedforAssessmentforLearning.Bydoingso,itgivesthemownershipofthepolicyandalsoensuresthechildrenunderstandthemarkingcriteriabeingusedbytheclassteacher/LSA.
2AfLAims
•ToembedAfLstrategiesaspartofalllearningandteaching•Tosharekeylearningobjectiveswithlearners•Tosethighexpectationsforalllearners•Toinvolvelearnersinpeerandself-assessment•Toprovidequalityfeedbackwhichallowsalllearnerstotakethenextstepsintheirlearning•Togiveeverylearnerconfidencethattheycandevelopandimproveintheirlearning•Toreflectonassessmentdata,withlearners,inordertosetgoalsandtargetsforprogress3AFLStrategies
WeaimforalllearnersandstafftofollowthefollowingAfLstrategies–Ø EffectivequestioningandtalkØ LearnersgeneratingsuccesscriteriaØ Givinglearner’sformativefeedbackØ Selfandpeerassessment
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4MarkingandFeedback
4.1OurMarkingandFeedbackAims
•Torelatemarkingandfeedbacktolearningobjectives•Toinvolveallstaffworkingintheclassroom•Torecogniseachievementandprogress•Toofferopportunitiesforlearnerstoreflectontheirownneeds•Tosetlearners’nextstepsforlearning•Tobespecifictothechildandrespondtoindividualneeds•Toinformfutureplanningandtargetsetting•Tobepositiveinencouraginglearningandaspiration•Tobemanageableforteachers5.MarkingandFeedbackStrategies
5.1Learnersgeneratesuccesscriteria
Tomovetheirlearningon,learnersneedtofullyunderstandthenextstepstotake.Theyneedtoknowwheretheyaregoing(thelearningintentions)andhowbesttogetthere(successcriteria).Theywillunderstandandinternalisethesuccesscriteriabestiftheyplayanactivepartingeneratingthem.Thisalsohelpsthemtotakeresponsibilityfortheirownlearning.Weappreciatethatlearnerswillnotknowinstinctivelyhowtodothisandsowecoachthembymodellingtheprocessesandthinkinginvolved.Toimplementthisprinciple:• Wesharethelearningobjectiveswiththelearners,ensuringthattheyareaccessibleandunambiguous.Whereappropriate,weseparatethelearningintentionfromitscontextasthishelpsthelearnerstounderstandthattheyarelearningskillswhichcanbetransferredtoarangeofcontexts(bridging),e.g.
Ø Learningobjective:tolearntowriteinstructions;context:acupoftea-ratherthan:tolearnto
makeacupoftea.
Ø Learningobjective:tolearntocutwithscissors;context:snowflakes-ratherthan:tolearnto
makesnowflakes.
• Wesetthelearningobjectiveandthetaskintothewiderpicturesothatthelearnersunderstandwhytheyaredoingit.• Learnersworkcollaborativelytoidentifyappropriatesuccesscriteria.Weusearangeofstrategiestoenablethemtodoso,suchas:• Weshowormodelgoodqualityworkandasklearnerstoidentifywhatmakesit‘good.’• Weshowagoodandabadexample.Learnersseeexemplarsofdifferingqualitiesandhavetoworkoutwhichoneofthemisbetterandwhy.Thesebetterqualitiesformthebasisofthesuccesscriteria.• Wegivelearnersincorrectworkbasedonpoorqualitysuccesscriteriaandletthemworkoutwhathasgonewrong.• Weencouragelearnerstoevaluateandrefinetheirsuccesscriteriainthelightoftheirexperience.Bydoingthis,itdoesnotmatteriflearners’originalsuccesscriteriaarenotaccurateastheywilllearnthroughtheirerrors.• Learnersrevisit,andreviseifnecessary,existingsuccesscriteriawhichtheypreviouslygeneratedforthesameskillinadifferentcontext,e.g.writinginstructions:previouscontext:makingacupoftea;
presentcontext:keepingsafeonbonfirenight.
• Wedisplaythelearningobjectivesandsuccesscriteriasothatthelearnerscanrefertothemregularlythroughoutthetasktokeeptheirlearningontrack.
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• Wefindthatalllearnersbenefitfromthesestrategies,butthatthemostsignificantgainsareforlearnerswithlowbasicskills.Thismaybepartlybecause,inthepast,theymaynothaveknownexplicitlywhatconstitutes‘good’work.
5.2Summativemarking
Usuallyusedforclosedtasksandwillconsistmainlyofticksanddots.Childrenmayusethistoself-markandgainimmediatefeedbackonsuccess.5.3Formativemarking
Thiswillfocusonthelearningintentionandwillhighlightsuccesses.Asuggestionforimprovementorfurtherchallengewillbegiven.Thismaybeverbalthroughteacher/pupildiscussionorwritteninpupil’sbook.Childrenwillbegiventheopportunitytomakeimprovementsorundertakechallenges.5.4MarkingforLearning–5stepmarkingprocess:
1.indicatesuccess2.indicateimprovementsnextstepsorchallenges3.giveanimprovementsuggestion(seeappendicesforspecifickeystagecodes)4.providetimeforpupiltoreflectandrespond5.checktheprogressorimprovement5.5Pairedmarking/PeerassessmentChildrenmaybeaskedtomarkorassesseachother’swork.Therolesofpartnerswillbedefinedandgroundrulesestablished.Childrenwillbeencouragedtofollowthesamesuccessandimprovementstrategiesoutlinedinthispolicy.5.6Self-Assessment
Childrenwillbeaskedtoassessagainstthesuccesscriteriarelatedtothelearningobjective.Theymayusethesamecodesastheteacher(seeappendices)andtheirPURPLEPolishingPenswheneditingorredrafting.
6.ImplementationofPolicy
• AllteachersareexpectedtoutilisetheSuccessCriteriaSlip(SeeAppendix2).TheSuccessCriteriashouldfeedtheLearningObjectivesothatitisclearlyvisiblethatthepupilhasachievedthestepsleadingtotheoutcome.
• Teachingstaffarerequiredtoprovidea‘tickledpink’criteriaoneveryoccasion–(usuallythebottomcriteriaontheslip).ThisrelatestothePieCorbettapproachofmarkingandprovidesMoreAbleandTalentedandotherpupilstoextendtheirlearningandskills.
• TeachersaretouseblackpenstocommentwithPINKhighlighterpensfor‘tickledpink’workandGREENhighlighterpensfor‘growth’areas.
• Nextstepsareshownusingastamperattheendofapieceofwork. • Whenchildrenareself-correctingtheirwork,theyareencouragedtodosoinPURPLEwhich• istheir‘polishing’pen.• WherepupilsarerequiredtodevelopsectionsoftheirworkteacherswillusetheGREEN
highlighterinaverticalmannerinthemarginnexttothesectionthatneedsimprovingwithasimpleexplanationorquestiontoguidepupils.
• Whenrespondingtoteacher’smarkingpupilstoredraftthesectionattheendofthepieceofworkwithalsousingtheGREENhighlighterverticallytoshowitisaresponse.
• Self/PeerAssessmentSheetstobeutilisedtoremindpupilsinYear3-6oftheTwoStarsandAWishformattheyneedtouse.PupilswillassessinconjunctiontotheLearningObjectiveandSuccessCriteriaforthetask.
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7RolesandResponsibilities:
7.1TheRoleofStaff
• Lessonsareplannedtobeappropriatelychallengingforall• Linksbetweenlessons,othercurriculumsubjectsandreallifeareexplored• Intendedlessonobjectivesoroutcomesaresharedwithchildren• Successcriteriaaredetermined(withpupilswhereappropriate)• Progressistrackedduringandafterthelesson• Teachingstrategiesareflexibleandtakeaccountofindividualneeds• Skilfulquestioningisusedtodevelopandextendlearning• Arangeofresourcesareusedtoengagepupilsanddeveloplearning• Effectivemarkingandfeedbackareusedtoensurechildrenprogressrapidly• Opportunitiesareprovidedforpupilstoreflectonlearningandmakeimprovements
7.2TheRoleofPupils
• Understandwhattheyarelearningandwhy• Areclearaboutthecriteriaforsuccess• Canjudgethequalityoftheirownworkandidentifyareasforimprovement• Respondtomarkingandfeedbacktoimprovetheirwork• Relatelearningtopast,presentandfuturelearningandthe‘biggerpicture’• Engageindiscussiontodeveloptheirthinking,ideasandlearnfromothers• Areconfidenttotakerisksandthereforedeveloptheirlearning• Contributetopeerandgroupassessment
7.3TheRoleoftheHeadteacher
• Toensureallschoolstaff,pupilsandparentsareawareofandcomplywiththispolicy;• Toworkcloselywiththelinkgovernorandcoordinator;• ToprovideleadershipandvisioninrespectofAfLandfeedback• Toprovideguidance,supportandtrainingtoallstaff;• Monitortheeffectivenessofthispolicy;• AnnuallyreporttotheGoverningBodyonthesuccessanddevelopmentofthispolicy• Toensureanappropriateassessmentplanisinplacelinkedtothecyclesofthemesanddata
windows• Toensurefeedbackgiventostudentsisdiagnostic,formativeandunderstoodbystudents
throughworksamplingandlessonobservations.• Ensurestaffattendtheregularmoderation/standardisationthatisplannedwithinthecluster• Ensurethatwholeschooldeadlinesandstatutoryrequirementsaremet.• Ensuretheregularanalysisofassessmentdatatakesplaceandisusedpurposefullytoinform
futureplanning.7.4TheRoleoftheAssessmentCoordinator
• Leadthedevelopmentofthispolicythroughouttheschool;• ToworkcloselywiththeHeadteacherandthenominatedgovernor;• ToprovideguidanceandsupporttoallstaffandStudents;• Toprovidetrainingforallstaffoninductionandwhentheneedarises;• Tokeepuptodatewithnewdevelopmentsandresources;• ToreviewandmonitoralongsideHeadteacher
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• AnnuallyreporttotheGoverningBodyonthesuccessanddevelopmentofthispolicy7.5TheRoleoftheGoverningBody
• ToappointamemberofstafftoberesponsiblefortheFoundationPhase;• DelegatepowersandresponsibilitiestotheHeadteachertoensureallschoolstaffand
stakeholdersareawareofandcomplywiththispolicy;• Toberesponsibleforensuringthispolicyandallpoliciesaremaintainedandupdatedregularly;• Toensurethatallpolicieshavebeenmadeavailabletoparents;• ResponsibleofinvolvingtheSchoolCouncilinthedevelopment,approval,implementationand
reviewofthispolicy;• Nominatealinkgovernortovisittheschoolregularly,toliaisewiththeHeadteacherand
thecoordinatorandtoreportbacktotheGoverningBody;• Responsiblefortheeffectiveimplementation,monitoringandevaluationofthispolicy
7.6TheRoleoftheNominatedGovernor
• ToworkcloselywiththeHeadteacherandthecoordinator;• Toensurethispolicyandotherlinkedpoliciesareuptodate;• Toensurethateveryoneconnectedwiththeschoolisawareofthispolicy;• ToannuallyreporttotheGoverningBodyonthesuccessanddevelopmentofthispolicy
8ParentsandCarersInformation
Wewillinformparentsandcarersofthemarkingandfeedbackstrategiesusedatparents’eveningsandtransitionevents.Asheetwillbedisplayedintheclassroomand/orthefrontofbooks.9SupplyTeachers/NewStaff
Thestaffhandbookwillsignpostthispolicyandtheappendicestoensurethatallstaffworkingwithchildrenadoptaconsistentapproachtomaximiselearningandprogress.
10MonitoringandReview
ThispolicywasrevisedinApril2017.Reviewdate:April2019Weareawareoftheneedtomonitorandupdatetheschool’sAfL,MarkingandFeedbackPolicyonaregularbasis,sothatwecantakeaccountofimprovementsmadeinourpractice.Wewillthereforereviewthispolicyintwoyears,orearlierifnecessary.
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APPENDIX1-MarkingCodesFoundationPhase KeyStage2
Code Explanation Code Explanation
VF Verbal/oralFeedbackgiven VF Verbal/oralFeedbackgiven
S Learnerneededhighlevelofsupporttocomplete
S Learnerneededhighlevelofsupporttocomplete
I Learnerworkedindependently
I Learnerworkedindependently
PP 2pinktickstoshowTickledPink-achievedcriteria/objective/wowwordsorpreviouslearningused
PP 2pinktickstoshowTickledPink-achievedcriteria/objective/wow
wordsorpreviouslearningused
lettercircledtoshowincorrectcapitalletteror
wherealetterneedstobeacapital
lettercircledtoshowincorrectcapitalletterorwherealetterneedstobe
acapital
. Incorrectanswer-MathsLearnernottoerasetheincorrectanswerbutwritecorrectanswernexttodot.
. Incorrectanswer-MathsLearnernottoerasetheincorrectanswerbut
writecorrectanswernexttodot.
Sp–Spelling
--------------------
Spellingmistaketobehighlightedunderneathingreenandspwrittenin
margin–Wordtobewrittencorrectly3timesatendof
work
Sp–Spelling
--------------------
Spellingmistaketobehighlightedunderneathingreenandspwritteninmargin–Wordtobe
polishedandthenwrittencorrectly5timesatendof
work./!–Punctuation Incorrectpunctuationor
missingpunctuationhighlightedinGreen
andPwritteninmargin
./!”–Punctuation IncorrectpunctuationormissingpunctuationhighlightedinGreen
andPwritteninmarginWordunderlined
inGreenHighlighterandV–writteninmargin
Improveyourvocabularychoiceinpolishingpen.
WordunderlinedinGreenHighlighterandV–writtenin
margin
Improveyourvocabularychoiceinpolishingpen.
^ omission-wordorphrase ^omission-wordorphrase
// Newparagraphneededhere
HighlightinGreentoshowthatthelearnerneedstoimprovethissectionatthe
endoftheirwork.
HighlightinGreentoshowthatthelearnerneedstoimprovethis
sectionattheendoftheirwork.
a a
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APPENDIX2SuccessCriteriaSlip–Self/PeerAssessment
• Thisslipcanbeprintedinblackandwhiteandthepinkboxforthechallengingcriteriaaddedinwithhighlighterwhensharedwithpupils.
Self/PeerAssessmentSlip-KeyStage2
Date Title
L.O – Teacher led/T.A. led Activity Success Criteria I think Teacher
thinks…
I can remember to use capital letters and full stops. J J I can use my story map to retell the middle of the story. J J I can remember to use the magpie words. J J
Self/ Peer Assessed Peer Assessed by:________________________
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WhilstreviewingourmarkingpolicyinApril2017thestaffagreedtocarryoutfocusedmarkingofapieceofMaths,Literacy-usuallyextendedwriting,andapieceofscienceonceperhalfterm.Thismarkinginvolvestheuseofthecriteriasheets.
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APPENDIX3AFLImplementationacrosstheschool
• SeeAfLnotesonthisstrategyinAPPENDIX5
Sharingcriteriawiththelearners
Qualityofquestions/qualityoftalk
Useandqualityoffeedback
Peerandself-assessment
Foundation1 Successcriterialinkedtoladders
-Learnerssetquestions-Think,Pair,Share-Asktheaudience-Mindmapping-Questionhands(linkedto5W’s
-Timetothink-Exploringwronganswers-Talkingpartners/buddies-CommentslinkedtoSC
-Thumbsup/down-Self-assessmentsmileyfaces-Peermarking(colours)
Foundation2 PupilsbegintocontributetoSCPupilfriendlyladders
-NohandsupBasketball*notpingpong-Simplifiedrulesfortalk-Rulesfortalk
-Miniwhiteboards-Randompartners-MKO*-Oralfeedbackfromteacher
-Oralevaluationusingspeakingframes-Trafficlighting-Peermarking(simplecomments)-Puppetfriendforgoodexamples(puppetpals)-iPadevaluations(BookCreator,Educreations)
Year3and4 PupilsbegintowriteSCSelf-assessmentlinkedtoSC
-Speakingframes-Conceptcartoons-Bigquestions
-Pupilsparaphrasingverbalfeedback
-2starsandanaction(peermarking)-Exemplars(frominvisiblefriend)-TemporarycommentsTrafficlightcups-PadletoniPads
Year5and6 PupilswriteSCLevelledladderssharedwithchildren
HigherlevelofquestioningQuestionprompts
-Commentslinkedtoladders
-3starsandanaction-Peermarking-Exemplarsfrompastpupils
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ASSESSMENTCYCLE
ANNUALASSESSMENTS
BI-ANNUALASSESSMENT/MODERATION
AUTUMNTERM
English–Genreidentified
Maths–Areaidentified
Science–Strandidentified
LNFAssessment/Monitoring
Reviewpredictedteacherassessmentlevels
SPRINGTERM
English–GenreIdentified
Maths–AreaIdentified
Science–StrandIdentified
LNFAssessment/Monitoring
Reviewandamendpredictedteacherassessmentlevels
SUMMERTERM
English–GenreIdentified
(OracyandReading)
Maths–AreaIdentified
Science–StrandIdentified
EndofKeyStageTeacherAssessments
EndofYearTeacherAssessments(incLNF)
PredictedendofKeyStageAssessments
Welsh2ndLanguage
ReligiousEducation
PhysicalEducation
StatutoryAssessments
YEAR1Geography
MusicDesignTechnologyFoundationPhase
KnowledgeandUnderstandingoftheWorldCreative
DyffrynTafFamilyModerationWelsh2ndLanguage
English
YEAR2HistoryICTArt
FoundationPhaseKnowledgeandUnderstanding
oftheWorldCreative
DyffrynTafFamilyModerationMathsScience
INTERVENTION
Numicon–
Asperunit
CatchUpLiteracy
-Annually(toincludethosechildrenwhoareofftheschemetoensuretheydonotslipback)
-periodicallythroughouttheyear
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APPENDIX5-AFLStrategies
Basketball
Potentialfor:Improvingthequalityofquestions/qualityoftalk
Whatisit?Involvingmorethanonelearnerinansweringeachquestion.Ifateacherimmediatelyevaluatesonelearner’sanswer,otherlearnershavenoincentivetolistenorthink.However,ifasecondlearnerisaskedthesamequestion,athird/fourthcanbeaskedtoevaluatewhichanswertheythinkismoreeffective,keepingalllearnersactivelyengaged.Theaimshouldbetoextendthethinkingandlearningsequencesinlessons,andtokeepalllearnersactivelyengagedinthinkingandlearning.
MKO(MoreKnowledgeableOther)
Potentialfor:Formativefeedback
Whatisit?Theteacheroralearnerselectsaclassmatewhoisgoodatexplainingaparticulartopic.ThisMKO(MoreKnowledgeableOther)actsasapeertutor,helpingtheirpartnerworkthroughproblemsbygivinghintsandinstructions(scaffolding).
Overtime,pupilscandiscoverwhichMKOintheclass(orelsewhere)ismosthelpfulforaparticularskillarea.LinkswellwithAsktheaudience/Phoneafriend(CanbeusedifapupilshowsredwhenTrafficlighting.)Ideallyteachersshouldtrytoensurethatalllearnersareseenbytheirpeersastheexpertcommunicatorinatleastoneskillarea.
ForotherexplanationsoftherecommendedAfLStrategiespleaseusethefollowinglinktotheLearningWalesWebsiteandtheWelshGovernmentdocument‘HowtoDevelopThinking’
http://learning.gov.wales/docs/learningwales/publications/130429how-to-develop-thinking-en.pdf