Marking & Feedback
- To monitor, evaluate and review students’ current stage of progress, and identify their next steps for improvement
- To give students accurate feedback on their progress and achievement
- To promote a positive self-image and a growth mindset for students, thus encouraging them to value and take pride in their work
- To celebrate students’ achievement and progress
- To set targets for improvement
- To standardise the marking procedures throughout the school
- To achieve consistency in marking within departments
- To identify good practice and share in departmental meetings
- To enable students to self-evaluate their work and take responsibility for setting their own targets
- To enable students to engage in peer assessment
- To establish a common approach to marking literacy in all subjects
- To provide evidence for assessment, recording and reporting
All departments clearly specify a minimum number of marked pieces of student work per term per year group/course. Departments can decide this based on subject requirements, in other words, marking student work is going to take different forms in different subjects. It will not be the same in English as in Maths or Science or Design & Technology.
Practical, project-based subjects need to have regular marking, even if a whole project may extend over a period and this is outlined in departmental policies. All departments ensure that marking is regular and timely and that formative feedback is given.
All department make their marking criteria available to students. Subject level/grade criteria are made available to all learners in student-friendly language. Ideally, copies need to be inserted into student exercise/workbooks. This helps students to identify where they are at and what they need to do to reach the next level/grade. Communicating assessment criteria involves discussing them with students in terms that they understand and by providing examples of how they can meet the criteria in practice.
All departments aim for a marking policy based on the principles of effective marking. Marking every piece of work and giving high-quality feedback, is not feasible. Marking should make a difference in learning, be reasonable, practical and allow the teacher to have a good work-life balance. Teachers should view marking as constructive feedback. In other words, a conversation with the child about what they have done well and what they need to do to improve.
All departments ensure that adequate revision takes place for all courses taught. The Departmental Marking policy should, therefore, refer to a frequent past paper practice that enables students to fully familiarise themselves with the format of the exam and provide them with opportunities to improve their knowledge, understanding and skills over the syllabus taught.
- Have an impact on student progress
- Quality Assurance
- Professional development
- Sharing of good practices