Policy No. 51
Marking, Feedback and Assessment
The aims of this process are to ensure a constructive and meaningful dialogue with students to
ensure that progression, achievement and independent learning takes place and processes are
manageable for staff and consistent across the school.
One of the key factors that affects performance is feedback.
Students receive regular and effective feedback through a variety of strategies which aim to follow
the following principles:
Key Principles
Our school policy is based on the following key principles.
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Key purpose of marking and feedback is to promote learning
Marking, feedback and assessment must provide information for the school (progress data), for
students (feedback), and periodically for parents
The criteria for success is shared, understood by all and modelled where necessary
Summative assessment, formative assessment, peer assessment and self-reflection will all be
used as appropriate. The frequency and types of marking will be consistent within teams and
in line with departmental and whole school policy
Feedback on ‘next steps’ leads to action by students to enhance learning.
KEY TERMS:
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Summative Assessment (Assessment of Learning) – generates a current ‘working at’
grade or level (numerical data) this is recorded regularly and forms part of the school’s
progress data tracking system
Formative Assessment (Assessment for Learning) – identifies gaps in learning and provides
feedback making it clear what needs to be done to improve. This should be frequent and not
accompanied by numerical data, grades or levels.
Curriculum/Subject Targets – Clear, written targets so that students know what to address to
improve their work. This is a part of the Formative Assessment process.
None of the above assessment processes happen in isolation and some overlap will occur between
the different types of assessment processes.
Summative Assessment (Assessment of Learning)
Subject specific key summative assessments
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Formal data is collected at key times during the year to inform progress, assist in writing formal
reports and allow for intervention strategies to improve achievement. Part of this data is
formulated by using information gained from using the results of KEY SUMMATIVE
ASSESSMENTS.
At KS3 formal data is collected and reported 6 times a year for Core Subjects and 3 times a
year for non-core subjects. This data is used to generate a subject specific working at level;
these are not predicted levels.
Policy No. 51
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At KS4 formal data is collected and reported 6 times a year in all examination subjects and is
used to generate a subject specific working at grade; these are not predicted grades.
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Key summative assessments can take many forms and this is up to each curriculum area to
decide on a common approach across the department. At KS4 this is likely to reflect the format
for each individual courses final assessment (examination, controlled assessment, practical
work, portfolio etc). At KS3 a variety of summative assessments will be used where appropriate.
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Key summative assessments are standardised and moderated by departments.
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A variety of assessment evidence should be used to form a judgement when recording
assessment data at required points. This should be standardised within each department.
Formative Assessment (Assessment for Learning):
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Whole school effective assessment, marking and feedback
The whole school and departmental policies reflect the following:
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Evidence of a level/grade/performance measure – standardised within department and
on agreed pieces of work.
The evidence suggests that giving marks or grades tends to have a negative effect, even when
accompanied by helpful comments. Use of marks/grades have been found to make high
achievers complacent and distract from any written advice & they also can reinforce low
achievers’ sense of failure. However, they are needed to assess progress so it must be clearly
understood by pupils (and parents) when they are used and what they are being used for eg.
teachers’ mark sheets and for formal reporting.
Evidence of formative feedback (comment only ‘green pen’ marking) to includeClear comment about what has been done well related to objectives of the task set
Improvements for how to move learning forward (evidence suggests that no more than two
or three areas for improvement should be identified)
Suggestions on how the improvements can be effected
Clear, legible and easy to understand comments
Evidence that students have responded to the feedback (’red pen’)
There should be purposeful opportunity for pupils to act upon advice given in feedback. Time
is required for this process and should be built into lesson planning. This will be dependent on
the subjects and amount of curriculum time.
Verbal feedback- may include: feedback stamp in books with pupils writing what feedback they
have been given; learning conversation record sheet for pupils to record feedback on specific
pieces of work. Verbal feedback can be from teachers, learning support assistants and other
students
Self-assessment opportunities – reflections on performance & against clear criteria. Best
practice incorporates use of a different coloured pen (red pen) so this can be seen easily by
students, teacher plus others.
Peer-assessment opportunities (‘purple pen’) - against clear criteria and following effective
feedback system of positive comments and suggestion for improvement
Literacy – following agreed literacy policy/marking symbols
Presentation of work – whole school expectation of standard (blue/black pen,
underline titles, date)
Policy No. 51
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Expectations for marking, feedback and assessment.
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The frequency of marking will depend on the nature of the subject and amount of
curriculum time
Not all written work needs to be marked by the teacher. Some may be peer/selfassessed. It may not be appropriate to mark work that is draft.
Agreement of assessment tasks within departments are coordinated and planned
throughout the year & written into schemes of learning may include:
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grade marked tasks to inform data/reporting points
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acknowledgement only marking – tick, general comments, stamps
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comment only/formative feedback focused assessments.
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Formative assessment tasks - Success criteria for formative feedback tasks
shared with staff and students. SPECIFIC criteria and CLARITY
(understanding) about goals/success criteria given at the start of the
assessment. Pupils should understand what successful performance looks
like (examples, modelling) and how it can be achieved.
Opportunities are built in for self and peer assessment tasks. This could be by
Group or whole class discussions and Group or whole class marking of a piece
of work.
Students should be made aware of what is being assessed, why it is being assessed,
how it is being assessed. The outcomes of the assessment should be reported to the
students. All assessments carried out can and should be used in a formative manner
to inform teaching and learning.
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Accountability, Monitoring and Professional Development
The policy is monitored by Directors of Learning through work sampling at least once per
term using standardised monitoring form following the principles of the policy. Feedback on
this process is via Line Managers and Directors of Learning. Common areas for
improvement are built into staff training and CPD opportunities.
Summary of Roles and Responsibilities
Students
Students are responsible for ensuring that they act on the feedback given to improve their
learning. Time will be dedicated to make these improvements within lesson where
appropriate and students should also ensure that improvements are acted on as part of their
homework activities and independent learning.
Class Teachers
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Grade/level key summative assessments and any other summative
assessments that generate a current grade or level.
Complete key summative assessments as per departmental procedures to
enable you to report levels/grades for data capture points eg:
O KS3 – 6 times per year for Core Subjects; 3 times per year for non-core subjects.
O KS4 (exam subjects) – 6 times per year.
Ensure that each student receives personalised curricular targets after every formal
assessment on what they need to do to access the next grade/level. This must take
Policy No. 51
the form of a LEARNING CONVERSATION and be recorded in green. Time must be
built into lessons to allow students to respond.
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DOL
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Analyse summative assessments for their classes to inform short/medium term
planning.
Mark work books/portfolios in line with departmental planning using the
LEARNING CONVERSATION format, using GREEN. Build in opportunities for
students to respond.
Avoid using arbitrary marks and comments such as ‘7/10 well done as part of
formal written feedback tasks!’
Provide samples for work scrutiny and departmental moderation.
Ensure they customise this process to fit in with their departmental needs.
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Ensure the customised process is implemented by all members of their curriculum
area. Monitor this within the department.
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Facilitate support programmes for any members of their area who may need it.
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Ensure summative assessments are moderated to ensure a consistent approach.
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Ensure progress data is analysed to inform long term planning and intervention.
Carry out regular work scrutiny to monitor frequency of LEARNING
CONVERSATIONS and quality of curriculum targets. Survey students to ascertain
their opinions with regard LEARNING CONVERSATIONS.
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Organise regular departmental moderation and provide folders of exemplar materials
and or classroom displays.
Leadership
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Review the strength of evidence for the curriculum areas they line manage and support
them when necessary.
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Monitor and review progress data and discuss and support intervention strategies
Ensure consistency through department focused work sampling conducted with
Directors of Learning.
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Conduct random sampling of pupils work across subjects and year groups in the
school and provide feedback to Directors of Learning and departmental support when
necessary.
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Evaluate the policy and process after one year and amend where necessary for Sept
2015/16.
Date of Policy
January 2015
Author
Claire Smith
Date approved by governors
24 March 2015
Review Date
September 2015
Policy No. 51