Microsoft word - marking policy may 2012

Eastfield Primary School Marking Policy

Principles of Effective Marking
Marking is an essential part of planning assessment, teaching and learning. Responding
to pupils’ work through constructive comment acknowledges achievement, promotes
positive attitudes and behaviour and leads to an improvement in standards. The
principles which follow are intended to provide a framework by which staff can plan and
evaluate their marking practice, they should:
provide constructive feedback which helps pupils to understand what they have encourage pupil engagement through questions which are followed up; focus on assessing pupils’ performance against learning objectives; focus on explicit learning intentions as the criteria for success; engage with subject-specific knowledge, understanding and skills; have high expectations of the quality and presentation of pupils' work; ensure it is focussed and targeted in order to make it meaningful for the pupil and ensure it is prompt and regular in all classes and all subjects; use both written and verbal feedback; set specific targets or next steps; ensure it is legible and is expressed in clear language appropriate to the needs and ensure it feeds into the planning of future teaching activities.

Frequency of Marking

Children need to have one quality, progressive piece of marking per week by the Marking may take place during the lesson which allows for immediate feedback;
Most work will be marked before the next session of that subject.
Eastfield Primary School – Marking Policy – May 2012 Marking in relation to Success Criteria

Teachers should mark against success criteria. The success criteria needs to be:
• Brief & succinct • Visible to the pupils • Modelled during the teaching • Involving the children in their creation • Differentiated

Providing Pupils with Feedback
• Paired and self assessment are ways of engaging children in understanding their progress in learning and identifying next steps • Time needs to be built in to lessons for giving oral and written feedback and for children to reflect and act on feedback • Whole group shared marking allows for discussion and analysis in a secure • Children need to be supported so that they learn how to give effective
Marking Code
• Correct • Incorrect • New line needed / • New paragraph needed // • Incorrect spellings are denoted by ‘sp’ and are spelt correctly at the back of Supportive and Progressive Marking

• Each lesson should have ‘I can….’ as a title/introduction • At the end of the lesson, children are given an opportunity to respond e.g. traffic light response on the objective or ‘thumbs up, thumbs down • Foundation Stage use a pictorial mark scheme • Key Stage 1 and 2 stars and wishes Eastfield Primary School – Marking Policy – May 2012
Monitoring

The success of our policy will be monitored through lesson observations and work
scrutinies. It can also be measured by:
• improved quality of work • the place of marking and feedback within the teaching sequence • improvements in standards. Eastfield Primary School – Marking Policy – May 2012 Marking, Use of Books and Presentation of
Numeracy Work
Presentation
• All numeracy work to be completed in pencil. • The short date to be written on left hand side of page – each digit taking a square and each separating dot taking a square also. • A line is missed before the Learning Objective is written and underlined and also • All lines to be drawn with a ruler. • Only one digit per square (unless writing fractions – see later) • Decimal points/symbols etc. to have square of their own. • Fractions to be written in one square unless mixed numbers. • Answers to calculations to be clearly identified and underlined in KS2. • Corrections by children to be titled and dated in KS2. • Use of plain books by all pupils in KS2 when working on problem solving, • All pupils to have a blue folder that will include loose worksheets, assessment tests and homework sheets. This work should be marked to the same high standard as in books. • Progressive marking to be evident at least once a week for every child. This
should include for example consolidation ideas, re-enforcement questions or challenge/extension examples to be completed. • Positive comments that show the next step or way forward. • Comments written in child friendly language and children’s replies to be • If verbal feedback given, especially in KS1, then VF to be written at the end of • Relates to the Success Criteria . • Peer/self assessment against the Success Criteria to be included – e.g. traffic lights/thumbs up/smiley faces etc. to denote achievement. Children to be encouraged to respond to comments made. • All work to be marked by the adult taking lesson (TA to be denoted for L4 Teaching Assistant taken or ST for supply teacher taken). • Few minutes at the start of lessons to reflect on comments written. Eastfield Primary School – Marking Policy – May 2012

Source: http://www.eastfieldprimaryschool.co.uk/images/uploads/documents/Marking_Policy_May_2012.pdf