TheGroveFeedbackandMarkingPolicy

CirculatedforConsultation

PolicyWrittenon:April2018

ApprovedandSignedbySimonGarrill,ChiefExecutiveOfficer

ApprovedandSignedbyJudithGainsborough,ChairofGovernors

Tobereviewed:April2020

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Rationale:Assessment for Learning is theprocesswherebyhigh-quality feedback facilitates studentsand their teachers todecidewhere studentsare in their learning,where theyneed togonextandhowbesttogetthere.Aims

● Toensurethatallstudentsarechallengedandtheirachievementsarecelebrated● Toensure that students are encouraged through feedback to improve andextend

theirlearning● Toensurethatmarkingandfeedbackisclear,relevantandusefultothestudents● Togiveclearguidanceforallstaff

Purpose:

Studentswithautisticspectrumconditionmayhavepoorself-image, lowself-esteemandan inaccurateviewof theirabilities.Theymay lack theskillsneeded to realisticallyassessthestandardstheyachieveandsomemaybedrivenbyaninternaldesireforperfection.

Allcontributionsmadebystudentsshouldbevalued,acknowledgedandcommenteduponinsomeformbystaff.

Feedbacksupportstheframingofstudents’successesandhowtheycanimproveinawaythatispositiveandmeaningfultothem.

Whydowegivefeedback?

● Togivestudentsthecriteriatomeetthenextstepintheirlearning,atwhateverlevelthismaybe.

● Toensurethatstudentsaremadeawareoftheirstepstosuccess,atanappropriatelevel

● Toassesswhetherlearningoutcomeshavebeenmet● Tocelebratesuccess.● Todevelopself-esteem.

Andifappropriate:

● Toencourageareflectivemind...becomingmoreawareofhowtheylearnandtheirmistakes

● Todeveloparesiliencetoconstructivecriticism.Effectivefeedbackmustbe:

● Relatedtothelearningoutcomes● Usedtoinformplanning● Beusefulandeffective● Supportedandpromotedbyallstaff● Usedtopromoteselfesteem● Usedtopromoteself-reflection

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Whenshouldwegivefeedback?

Forthemajorityofourpupils,thefeedbackneedstobeimmediateandshouldrelatetothelearning outcome of the lesson, without missing opportunities to comment on otherlearning.Feedbackwillbegivenatanappropriatelevelforpupilstounderstand.

FormativeFeedbackIt is expected that effective marking and high-quality feedback, includes a formativecomment,guidanceonhowtoimprovethework(WWW/EBI)and/orquestionsthatmovethestudentsworkandthinkingforward.(SeeAppendix1).Marking and feedback of students’work, either verbal orwritten is given on a lesson bylessonbasis.Themarkingcodeistobefollowedinallcases.(SeeAppendix2)QualityMarking:A detailedmark is an acknowledgedmark of the LearningObjective (LO), consisting of acommentonwhatthestudentdidwell linkedtotheLOandaquestion/commentonhowwillthestudentslearningbemovedon,usingtheWWW/EBIstamp.QualityMarkingwill:● Providethestudentwithguidanceonthenextstepsforimprovement● Promptthestudenttomakeanimprovementtotheirwork● Engagetheteacherandstudentindialogueaboutlearning

(SeeAppendix2a)Books:Eachstudentmusthavethefollowingbooks(orevidenceportfolios):·English·Maths·TopicAminimumofonepieceofEnglishworkmustbedetailedmarkedorannotatedperweek(worksheets,max2piecesinEnglishbooklinkedtoLO)AminimumofonepieceofMathematicsworkmustbedetailedmarkedorannotatedperweek,(worksheets,max2piecesintheMathsbookslinkedtoLO)AminimumofonepieceofTopicorPSHEmustbedetailedmarkedorannotatedperweek,(2piecesinthetopicbookslinkedtoLO)NB:● Termlyreadingandwritingtargetstobestuckinstudentsbooks.● Termlymathstargetstobestuckinstudentsbooks(seeappendix5)● Worksheets inbooksmustbe trimmedandstuck inbooksneatly, ‘MyAssessment

‘templatetobetrimmedandstuckneatlyinbook.

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StudentResponsetoMarking&Feedback(FIT)It is expected that teachers plan time during the week to enable students to engage inlearning dialogue, FIT (Focussed Improvement Time). During FIT sessions students arerequired,toreflectontheirownworkandconsiderimprovements.(SeeAppendix3)Whenappropriate,thestudentshouldcompletethe‘Letyourteacherknowstamp’.Annotation:A keypartof ensuring consistencyacross the school is accurateanduseful annotationofwork including photographs. Annotation should include the context of the evidence, theattainmentandtypesofsupportgiven;itmayincludethefrequencythatthetargetwasmetandthelevelofinteractionthatthestudentdemonstrated.(Appendix3a)Monitoring,EvaluationandReview-(Seeappendix4)MarkingandFeedbackismonitoredbytheSLTthrougharangeofprocedures:

● WorkandEvidenceScrutiny–completedbysubjectleadersandQualityAssuredbySLT

● LessonObservations–aspartoftheAppraisalprocess● LearningWalks● TeacherConsultations

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APPENDICESAppendix1:

● Offer students specific information on the extent to which they have met thelearningobjective(Ican...?),thesuccesscriteriaand/ortheindividualtargetssetforthemusinga‘WWW’(WhatWentWell)statementandtogivepraise

● Provideaconcretesuggestionforimprovement,ifappropriate,inthatpieceofwork,e.g.an‘EBI’(EvenBetterIf)statement,itmustbespecificandprecise.

Note: What often happens is that the student receiving the WWW feedback, howeverfabulous will very likely be focusing on the EBI statement, therefore, we must be veryspecificandprecise,EBIyoudid…

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Appendix2:

MarkingCriteria:Agreenpentobeusedforallformsofmarking.MarkingCodes:

INDP Studentworkedindependentlywithnoadultsupportforanypartoftheactivityfor example – they gathered the equipment they needed and completed thetaskwithouthelpfromadults

WAS Studentworkedwithadultsupportforallorpartoftheactivity.Thenatureofsupportshouldbespecified(seebelow)

HOH HandOverHand– The studenthad full handoverhand support to completeactivity/task.Theadultmanoeuvredstudenthands

PP Physical prompt – The student had adult support by way of being movedphysicallyortouchedtoenablethemtocompletethetask/activity

GP Gestural Prompt – The student required adult to mime, point or gesture insomewayinordertocompletetaskoractivity

VP VisualPrompt–theuseofapictureorsymbolsinadditiontoanythatarepartof the task given to support student in completing the task or activity forexampleusingvisualcuecardtoworkortosit

VBP VerbalPrompt–Thestudentwasrequiredtohaveverbalsupporttocompletetaskforexampleverbalreminderstoaskforhelporstayontask

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Appendix3:

FIT:(FOCUSEDIMPROVEMENTTIME)

● Thisisfocusedontheclear,conciseEBIfeedbackgiventostudentsthatisrelatedtoLearningObjectivesandSuccessCriteria.

● ItshouldbeclearlymarkedasaFITactivity.● ItshouldfocusclearlyonONEEBI● Itshouldbepredictable(i.e.useofsteps,visualexamples)● Itshouldhaveaclearbeginningandend● Ifshouldbefollowedupwithfeedbackafterlearnershaveattemptedtheactivity

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Appendix2aExampleguidetoworklayout,recordingandmarkingwhenworkisrecordedinbooks.

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Appendix3a:

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Appendix4:Evaluationofmarkingquality:Class:………………….

Checklistcriteria 1 2 3 4 Comments / Actionsrequired

Istheworkmarkedregularly?

Is there recognition of effort with praise andrewards?

Are there any comments suggesting next stepimprovements?

Is there evidence improvement as a result of theadvicegiven?

Does the marking follow the school Marking andFeedbackPolicy?

Isthereanyevidenceofchallenge?

Scoring1to4scale(1outstanding,2good3requiresimprovement4inadequate)

Reviewedby…………………………………Date

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Appendix5:

Thetargetstobestuckintothestudent’sbookanddatedoncethetargethasbeenachieved.

Reading P F M G

Target“Ican…”

Writing P F M G

Target“Ican…”

Thetargetstobestuckintothestudent’sbookanddatedoncethetargethasbeenachieved.

Number P F M G

Target“Ican…”

P F M G

Target“Ican…”

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