Westward School

Marking Policy

 

The Purpose of Marking

Marking complements and assists teaching and learning. It is an essential part of the dialogue between pupil and teacher. It is an increasingly vital element in pupil assessment. It is important for individuals, classes and whole school performance.

 

AIMS

  • To provide consistency and continuity in marking throughout the school so that children have a clear understanding of teacher expectations.
  • Use marking as a tool for formal ongoing assessment.
  • Improve standards by encouraging children to give of their best and improve on their last piece of work.
  • Develop children’s self- esteem through praise and valuing their achievements.
  • Create a dialogue which will aid progression.

 

INDIVIDUALS

  • The pupil receives accurate and formative feedback, enabling them to improve.
  • Teachers can report accurately about individual pupils to parents and colleagues.
  • The teacher can plan the next stage for the pupil.

CLASS

  • Teachers are able to assess the standards are achieved by each pupil.
  • Teachers are able to assess the standards achieved by the group.
  • Teachers are able to evaluate the effectiveness of their lesson.
  • Teachers are able to plan further sessions which will meet the needs of the range of pupils in the class.
  • Teachers are able to provide colleagues with information.

WHOLE SCHOOL

  • Accurate marking provides information about individuals and groups to evaluate progress between years and key stages.
  • To evaluate the effectiveness of the medium and long term curriculum planning.
  • Accurate marking and assessment provides information which is used by the school for school development.
  • The school uses assessment as part of its accountability.

 

PRINCIPLES of GOOD MARKING

 

Good marking of children’s work should:

  • Be positive, motivating and constructive
  • Be at the child’s level of comprehension
  • Not penalise children’s attempts to expand their vocabulary
  • Be written in the Kingston Cursive style
  • Be frequent and regular
  • Provide information for the teacher on the success of their teaching
  • Relate the marking to basic skills in English linked to handwriting and spelling
  • Positively affect the child’s progress
  • Contain comments from the teacher which are particularly focused and diagnostic revealing good subject knowledge
  • Ensure children can actively demonstrate understanding of targets set
  • Be consistent across all subjects

All teachers will adhere to the above principles:

  • Ensure that all work set must be marked before the book is used again
  • Give regular written and oral feedback
  • Provide time in lessons to review work from previous lessons
  • Adjust planning in the light of marking
  • Involve children in the marking process from an early age
  • Ensure children are clear about teacher expectations
  • Use children’s work as exemplars

 

TYPES of MARKING

The following refer to marks or symbols by the teacher/adult

  • Red pen should be used as it is a contrast to the child’s pencil (Nursery – Y3) or blue ink (Y4 – 6)
  • All adults should be involved in the lesson, including teaching assistants who work mainly in the Early Years and Lower School, and so they may comment on, or mark the work produced.

 

            This will aid the teacher in assessing progress.

  • Verbal feedback from the adult working with the child is important. It can correct understanding and facilitate learning.
  • Written comments should be positive, neat, constructive and sympathetic. They serve as a permanent record for the child, teacher, parent and on occasions, outside agencies.
  • Symbols may take the form of clouds (positives), rectangles (future targets), ticks, crosses, stars, stickers and stamps. Achievement is also recognised by sending the child to other teachers or by receiving a special head teacher’s sticker. Children may be commended in assembly with a certificate or rosette.
  • Scores are used where appropriate for spelling and tables tests (lower school) and for most pieces of work in the upper school. Teachers should keep a record of test scores.
  • Self- marking children may sometimes be encouraged to mark their own or another child’s work under teacher supervision. Children may also self-evaluate their work by identifying successes and by analysing what they can and cannot do.

 

CODES TO HELP CHLDREN UNDERSTAND MARKING

 

Sp – Spelling error (Year 1 – Year 6)

 

(Maximum of three corrections to be highlighted and then copied out three times)

 

ᴧ   -  Missed out    (Year 1 – Year 6)

 

C  -    Correction    (Year 2 – Year 6)

 

 //    or NP  New paragraph/ when a new person speaks   (Upper School)

 

? – Sense or clarity   (Year 1 – Year 6)

 

CW - Copied wrongly  (Upper School)

 

 CLOUD   = POSITIVE FEEDBACK                    Rectangle   = FUTURE TARGETS   (Year 1 – Year 6)

 

In the Early Years marking usually involves discussion of work through direct contact with the child. Positive praise and stickers are used to acknowledge work.

 

MONITORING MARKING

Members of the senior management team will monitor marking on a termly basis

 

Last updated: September 2017