Download - Policy for Marking and Assessment
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Policy for Marking and
Assessment
Mission statement:
“Enjoy, learn, achieve”
Dawson Road
Handsworth
Birmingham, B21 9HB
Tel: 0121 464 4669
Fax: 0121 464 0508
E-mail:
Headteacher: Mrs P Matty
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Grove School
Policy on Presentation, Marking and Assessment.
Contents:
1 Aims of a Presentation, Marking and Assessment Policy
2 Good practice in presentation - specific guidelines for
presentation in children’s books
3. Strategies used for marking children’s work
4. The role of leaders in the moderation of marking and assessment
5. Specific codes for use when marking
6. Guidance for completion of mark books
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1 Aims of a Presentation, Marking and Assessment Policy
At Grove School leaders at all levels have a clear vision for and ambition
for learners from all groups. The policy supports leaders and staff in
ensuring the culture of high expectations, aspirations and excellence is
consistently maintained.
Out aims are:
to ensure consistency of presentation and marking for and
by children within each class, year group and key stage;
to ensure high standards of presentation in all children’s
books;
that assessment information is gathered from looking at
what pupils already know, understand and can do;
that assessment information is used to plan appropriate
teaching and learning strategies, including the identification
of pupils who are falling behind in their learning or who need
additional support;
to ensure children and staff take a pride in their recorded
work;
to ensure all staff understand and follow procedures for
marking and assessment;
to ensure all children and parents understand procedures in
marking and presentation and understand how children are
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doing in relation to the standards expected and what they
need to do to improve;
to ensure marking informs planning and provides pupils with
constructive feedback on what they have achieved and what
they need to focus on next in learning;
to ensure all staff can set appropriate gap tasks for children
which develop and check understanding and allow children to
deepen their understanding;
to develop positive attitudes to learning and achievement.
2 Good practice in presentation – specific guidelines for
presentation in children’s books
each child should be aware of the standards of presenting
work and this should be on display in the classroom as a
visual reminder and where children do not meet standards, a
comment, verbal or written , should be made to address this;
children’s books and folders should be free of graffiti. If
children do scribe on their books, a meeting to discuss this
should be requested with parents;
children should be rewarded for good presentation both
verbally and in marking. Children can be awarded Star of the
Week for presentation;
a child from each class is selected for good progress in
presentation and handwriting in years 1-6 at the annual
award ceremonies;
in Key Stage Two children should underline the date and
learning objective using a ruler;
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the date should be written in full in literacy and foundation
subjects and in numerical form in mathematics.
The use of a pen and pencil
Children should pencil only in maths books.
Pupils in Year 6 who are studying for the GCSE maths foundation
examination may use pen in their GCSE maths books.
Children can use pen if they are producing legible, joined up
handwriting, otherwise they should use pencil in all other books.
If pen is used it should be a black school handwriting pen.
Children should not be underlining in different colours in books or
folders.
Teachers should ensure a high standard of display work and
labelling to set examples for children using the school Nelson
precursive handwriting font and a range of handwritten and IT
generated text types.
3. Strategies used for marking children’s work
Key Stage One
a. Focused feedback – children are only provided with feedback
about the things the teacher has asked them to pay attention to.
The teacher/teaching assistant will highlight in pink where learning
objectives in a piece of work have been met and will highlight in
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green a mistake or misconception which then forms a target for
learning in the next session. A target is indicated by a T in a circle.
b. Self marking – children are given the opportunity to self- evaluate.
Children are encouraged to identify their own successes and look
for improvement points. The plenary may be used to focus on this
process as a way of analysing learning. It may be adult supported.
All pupil marking will be done in green pen.
a. Peer marking – children are encouraged to mark the work of a peer
or mark with a partner. This is a skill which will need to be
discretely taught in Key Stage one. Children may be able to suggest
ways in which to improve the work. All pupil marking will be done in
green pen. When peer assessing children should indicate one
positive aspects of a peer’s work and set a target for improvement
indicated by a T in a circle.
Stickers and stamps may be used but should not replace marking of
pupil work.
Staff marking will be done in purple pen.
Key Stage Two.
a. Focused feedback – children are only provided with feedback
about the things the teacher has asked them to pay attention to. A
comment relating to the learning objective or success criteria will
be given on the piece of work. The teacher/teaching assistant will
provide feedback using the following code: WA = well achieved, PA=
partially achieved and MP = more practice is needed.
b. Self- marking – children are given the opportunity to self -
evaluate. Children are encouraged to identify their own successes
and look for improvement points. The plenary may be used to focus
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on this process as a way of analysing learning. It may be adult
supported. All pupil marking will be done in green fine pen.
c. Peer- marking – children are encouraged to mark the work of a
peer or mark with a partner. This is a skill which will need to be
discretely taught in year 3 and with SEND pupils. Children may be
able to suggest ways in which to improve the work. All pupil marking
will be done in green pen.
d. Shared marking – this involves using pieces of children’s work
from other classes/sets to mark as a group/class/set. This is
useful as it models the marking and assessment process and
teaches specific points. It can be used as a starting point for peer
marking.
e. Gap tasks – a gap task can be set in any subject. Gap tasks are not
intended to be set at the end of every piece of work but are a way
of deepening knowledge, checking understanding, checking learning,
correcting misconceptions, providing a pupil with opportunities to
try again, repeat a task or part of a task and allows teachers to
assess at a deep level the understanding of a pupil.
Staff marking will be done in purple pen.
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4. The role of leaders in the moderation of marking and assessment
The quality of marking, presentation and assessment will be moderated in
the following ways:
Lesson observations
Teachers – observation of teaching each term
share good practice with colleagues
professional discussion about the pedagogy of teaching
professional development of subject leaders
moderation of lesson observation judgements with senior manager/
external consultant
professional development for colleagues in the early stages of their
career
learning walks
Teaching assistants – observation of support each term
observation by year group leader each term
observation by subject leaders each term (one per term on
interventions)
learning walks
Newly qualified teachers – observation each half term as a minimum
Unqualified teachers – observation of teaching each half term
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All lesson observations will include information about:
pupil discussions
work scrutiny
progress in year
progress over key stage
NB: where teaching and non teaching staff are on a support package, the
frequency of observations will be set out in their individual plan.
Feedback to staff from lesson observations
Feedback will address the main strengths and weaknesses identified
during the observation, focusing on pupils’ learning and the teacher’s
contribution to it, including the teaching judgement where one has been
made. During feedback the following may be discussed:
the context and content of the whole lesson
how the lesson fits into a sequence or programme of lessons
associated teaching and learning activities used by the teacher
how professional development has improved the quality of
teaching
the extent to which previous leaders’ monitoring of teaching has
identified needs and provided targeted pedagogical guidance and
support for staff, and the impact this has had
Verbal feedback will be provided as soon as possible after the
observation with written feedback with one week. Teachers/ unqualified
teachers and teaching assistants have the opportunity to comment in
writing on the written observation.
Moderation / work scrutiny - evaluating learning over time
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The purpose of half termly moderation at Grove is to agree summary
judgements and evaluate learning over time:
feedback from the moderation last half term and actions the
teacher has taken to address areas/ share good practice
feedback from lesson observations this term and follow up from
the teacher to address any areas identified or share good practice
the quality of medium term and short term planning
discussions with pupils about the work they have undertaken and
their experience of teaching and learning over longer periods
the views of pupils, parents/ carers about teaching and learning
scrutiny of pupils’ work, with particular attention on:
how well and frequently marking, assessment and testing are
used to help teachers improve pupils’ learning
the level of challenge provided
pupils’ effort and success in completing their work and the
progress they make over a period of time.
At the end of each moderation session with the deputy headteachers
responsible for English and mathematics, a written account of the
moderation meeting will be shared.
In addition to half termly moderation with the deputy headteachers
responsible for English and mathematics, moderation will include:
* double year group moderation of judgements each half term (focus of
subject on annual diary). Year group leaders keep notes of these meetings
and share the outcomes with the senior leadership team.
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* termly moderation of assessment judgements in science and all other
subjects led by directors of the subject and year group leaders. Subject
leaders prepare an overview report for the senior leadership team.
Where individual staff require additional support a personalised
programme of support will be agreed with the assistant headteacher
responsible for the phase.
* annual moderation (at least once a year with local secondary schools) in
writing. Written records kept by the year group leader and deputy
headteacher.
* half termly moderation of EYFS judgements with the assistant
headteacher responsible for EYFS. At the end of each moderation
session a written account of the moderation will be shared with the
member of staff.
* external moderation of EYFS, writing. External moderator reports.
.
5. Specific codes for use when marking
T in a circle = target (KS1)
GT in a circle = gap task (GT)
WA = well achieved against learning objective
PA = partially achieved against learning objective
MP = more practice needed against learning objective
Small tick = correct
Double tick = good evidence ( could be in writing or
mathematics)
Sp = spelling error ( written next to or above the word)
// = new paragraph needed
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Circle around a missing or incorrect punctuation and/or capital
letter
X or dot = incorrect
G = grammar error
^ = missing word
U = underline the date and/or objective
?
= this does not make sense
For pupils with Special Educational Needs in Key Stage Two it
may be appropriate to continue to use the strategies used in
marking in Key Stage One ( pink and green). Staff will decide when
a child no longer needs this visual support.
Where appropriate the above coding may be displayed for pupils.
6. Guidance for the completion of mark books
Mark books are used by teaching staff in years 1-6. The class teacher has
overall responsibility for recording in a mark book.
Mark books are used to record test scores, record progress and
attainment in core and foundation subjects and are a valuable source of
information when tracking progress, moderating Best Fit/ARE and making
summative assessment judgments.
General.
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For each class a teacher records, in alphabetical order the names of
pupils, surname first.
Mark with a green asterisk pupils who are Pupil Premium pupils ( this
information can be found on O Track).
For each pupil, in each subject record their KS 1 result, the Best Fit
judgment made at the end of the last academic year e.g A5 ( Secure
within Year 5 ARE).
Yellow highlighting is used to indicate those pupils working below ARE eg
Best Fit judgment a B/ or C at the start of the year or working within a
year group lower than the year group they are in.
Mathematics
Maths club badges Record the maths club badge that each child is working towards.
Following a test, record the score gained by the child with the date of
the test at the topof the column. When the maths club badge has been
achieved, record the score and circle.
Wigan mental maths tests Record the year group and block that each child is working on e.g year 3
block 3.
Following a test, record the score for each child with the date of the
test at the top of the column.
Arithmetic tests (3 per half term) Record the test title e.g autumn term test 3 and the score.
Half termly big maths assessment Record the score achieved followed by the best fit judgement using ARE.
English
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Subjects in English will be recorded second in the mark book.
Speaking and Listening
At the end of each term record the date, title of the assessment and
ARE achieved as recorded on O Track eg A4, secure within Year 4
Reading
Record the date of each reading assessment, raw score, standardized
score, Best Fit/ARE achieved.
New Group Reading Tests – these are completed in September and June.
Record the title of the test completed, raw score, standardized score,
chronological age and reading age
Writing
For each Big Write assessment the points score and ARE awarded eg
Year 4 D= 4D
At the end of a half term the final Best Fit judgment and the next ARE a
puil is working towards.
Spelling
Record score in weekly spelling tests, these are used to inform homework
reports
SPAG
At the end of each term the Best Fit/ARE and results of any tests
Science
End of term assessment Best Fit/ARE
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Homework Record the date. Tick if completed and handed in on time. X if not
completed. This record is particularly useful for awarding prizes.
Record with a tick if a child completes holiday projects. This is useful
when completing end of term reports.
Awards
Record any awards, useful for end of year reports.