Robert Bruce Middle School
Marking Policy
Written: May 2014
To be reviewed: May 2015
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ROBERT BRUCE MIDDLE SCHOOL
MARKING POLICY
Rationale
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Our marking policy supports good practice in assessment and recording, and is
based on a positive approach to marking which involves pupils being clear about the
progress they are making and the next step in their learning.
As a school we have agreed guidelines to promote a consistent but developmental
approach to marking and responding to children’s work.
Marking will be appropriate to the learning objectives, success criteria and the
individual needs of the child.
Curriculum Leaders will provide subject specific guidance to all teachers in
their departments. This will be done at the beginning of the academic year/term for
new teachers.
Information from our marking will be used to help inform, review and
evaluate the planning for teaching and learning.
Principles - Assessment/Recording
Marking is recognised as one of the main forms of assessment and record keeping.
Types of marking (in this document references to marking will cover all types of
marking listed)
 Diagnostic marking: ticks where work is correct, crosses or dots where a
mistake is made
 Marking to indicate where corrections are needed. These will be indicated as
follows:
Sp
in margin, word/s underlined
Spelling error
P
in margin, fault circled
Punctuation error
//
between sentences
New paragraph needed
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Self review and peer marking – clear criteria will be needed for this type of
marking. This can be displayed using stamps or templates and the teacher will
oversee pupil assessment.
Verbal marking, particularly in subjects like Music and Art, may be used.
Pupils may be involved in recording the teacher’s comments. Where oral
feedback takes place the teacher will indicate this.
Marking is made against the key learning objectives for teaching and success criteria
which have been identified in our planning although other significant evidence may be
recorded where appropriate.
Detailed next step marking will be made where learning is significant or where there
are real difficulties. Pupils will be given time to absorb and act on feedback, e.g. straight
after a marked piece of work to maximise their learning potential.
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Where marking is part of a summative assessment, an APS level may be recorded and
the pupil’s target reviewed. Marking supports differentiation in our response to a range
of outcomes, particularly where there has been class or large group teaching. Our
marking may include questions to extend or focus children’s thinking. The introduction
of RAG stampers will greatly support written feedback by the teacher. When a question
is used, the children must be given time to read and act upon it. The comments from the
pupils must demonstrate an appropriate dialogue to challenge their thinking to improve
their learning.
Marking may provide a record of the process as well as the outcomes and can highlight
where support was given, resources used, time taken or problems overcome.
Marking will be kept up to date and will take place during or straight after a piece of
work when possible or soon after as is practical. This is particularly important where
similar work will be taking place and there is not yet a high degree of accuracy or
independence.
Pupils’ work will be marked by the teacher, at least weekly, for core subjects.
Foundation subjects will be marked by the teacher, a minimum of every
four lessons.
Where a long-term project is set regular teacher review will be built into the timescale to
ensure all pupils are making progress with appropriate feedback. However, if the project
may not be formally marked until completion, marking will include positive comments
referring to the learning objective and success criteria. This must also include a
minimum of one next step which must not focus solely on the presentation of their work.
After marking has taken place, it is expected that time will be given to the child to
improve their own work, by acting on the evaluative and formative (next step) advice in
future pieces of work. Subsequent marking will be recorded by the teacher to
demonstrate evidence of pupil progress.
Monitoring through work sampling will look for a consistent whole-school or whole
department approach and provide an opportunity to show that there is clear
progression, high expectations and a clear link between their learning intentions
demonstrating evidence which can be seen in the pupil’s work.
Involving Pupils
Pupils must be made aware of the learning objectives and the purpose of the tasks
either at the start or during episodes within the lesson. Where appropriate the learning
objectives are noted on the piece of work (either at the beginning or as part of a marking
comment) and both as a prompt and a record for the pupil and the marker.
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Marking will be positive and will always aim to show the pupil what they have done well.
It should also indicate a number of opportunities for improving their work, which relates
to the success criteria. Pupils will be involved in peer marking and at times will mark
each others, and their own, work as and when it is considered a suitable AfL strategy by
the subject teacher. The teacher will ensure clear success criteria are known and used
to support the use of the self/peer/teacher feedback stampers.
Judgements of assessment will be backed up by evidence. Pupils will develop an
awareness of high expectations by recognising what is expected of them, what progress
they are making and by taking increasing responsibility for checking and improving their
own work, where appropriate.
Marking will support a learning environment in which it is ‘safe to fail’ and in which
we learn from our mistakes. By valuing effort and thinking about our marking
the pupils will become more aware of the difficulties they have already overcome.
Teachers will be able to identify barriers to learning and can revisit or develop specific
aspects to their teaching to meet individual needs.
Where the pupil’s work is unacceptable due to lack of effort or poor presentation the
subject teacher must arrange for the pupil to re-present their work at the appropriate
standard.
Related Policy:
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Completed by:
Completion Date:
Teaching & Learning School Lead
Next Review Date:
Approved By:
Date:
Teaching & Learning Governor
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Teaching and Learning Policy
Homework Policy