Marking has two core purposes.
One, students act on feedback and
make progress over time.
Two, it informs future planning and
teaching.
It is a dialogue between teacher and
student. Teacher marking should be
something that students use to
understand and try to improve; the
aim of effective marking is to get
students to engage with the feedback
and then take action in order to
improve their learning.
Assessment for Learning (AfL)
(Formative)
When – Before of during the
teaching and learning
Purpose – To inform planning,
instructions, teaching points
and help students improve.
Assessment of Learning (AoF)
(Summative)
When – End of the teaching
and learning
Purpose – To let teachers and
students know the level of
accomplishment attained.
What marking techniques do you use to inform
your teaching? How do you know that they know?
• Correcting SPAG using marking codes that are
common across all subjects to support literacy.
Sp, gr, //, p (Was 5% New English SPaG is 20% )
• Inform your planning (common teaching points)
• Individual Feedback highlights misconceptions in
the teacher comments.
WWW, EBI
• Build in opportunities for students to: Reflect,
Correct & Improve.
(Green Pen Policy for improving work)
• AfL (formative) and AoL (Summative). Formative
comments with targets and summative grading.
(Stampers to show current to target)
Formative Assessment
Marking Exercise Books:
Year 7-11 exercise books
should be marked every 2
weeks, or 3 weeks for
foundation subjects at
KS3. Homework must be
clearly labeled & marked
Use WWW/EBI for
comments
Use Literacy Marking
SPAG codes
Spelling corrections
written out 3 times.
Reflect, Correct and
Improve errors
Formative Assessment
KS3-5 Marking Extended
Pieces:
Summative Assessments
KS3-5 Marking Assessed
Papers:
Department policies need
to ensure that detailed
written formative
comments are given at
least 6 times per year for
most subjects and 8 times
per year for those subjects
who see students five or
more periods per two week
timetable.
Common assessments
should be regularly set to
assess student learning.
Marking schemes will be
provided for these.
Marking should be
standardised and
assessments moderated.
Use the KS3 & 4 Stamper
on Extended pieces of
writing with WWW/EBI
A summary comment
Use a mark scheme
Standardise & moderate
Grade or score
Sp
Spelling
Gr
C
Grammar
Capital
Letter
P
Punctuation
//
??
New
Paragraph
Meaning
Missing
Word
SPaG Marking Codes to be used when marking.
Spelling should be written out by the teacher and corrected. Leave a space for
students to write out 3 times using 1, 2, 3, on the lines.
Use the following example to Correct: Put the marking codes in the margin and
underline or circle errors.
I remember my mom telling me that you find your self in a bad situation, dont
forget your smile. I think she ment that whatever is the difficulty always think
positive. For example, I grow up in a place that was full with bad poeple and one
time somebody try to convinse me to smoke. And smoking is a very bad thing, so I
started to tell joukes on people that had canser and after 2 minutes I changed the
subject. My joukes worked well and I now want to be a actor. I think that as a
actor on the stage you need to always be ready for something rong, and be ready
and prepard. This experiense is importent for me to remembre to always be a
positive person and people will love you and get along with you.
Sp
Spelling
Gr
C
Grammar
Capital
Letter
P
Punctuation
//
??
New
Paragraph
Meaning
Missing
Word
Example of corrected work here
meant
1. meant
2. meant
3. meant
Convince
1. convince
2. convince
3. convince
Effective Feedback
WWW
EBI
Targets
They identify pupils’ common
misconceptions and act to
ensure they are corrected.
Pupils are eager to know how
to improve their learning.
They capitalise on
opportunities to use feedback,
written or oral, to improve.
Teachers provide pupils with
incisive feedback, in line with
the school’s assessment policy,
about what pupils can do to
improve their knowledge,
understanding and skills. The
pupils use the feedback
effectively.
A Level Marking:
Must be linked closely to the AOs in
specifications.
Mark Schemes must be given to
students as a guide.
When marking link to AOs in the
margin or through highlighting.
Pick out key command words that
respond to the needs of the
question.
Detailed feedback in the body of
work can then lead to the student
reflecting on their own WWW/EBI
as part of Reflect, Correct, Improve.
KS4/5 – Extended Writing Pieces – Highlighters
Analysis
Focus on
question
Well
selected
evidence
SPAG
errors
Use highlighters colour coding
in extended pieces of writing.
Quicker to mark once the
students have been trained on
the key. Link to your AO’s from
the SPEC.
What might you do differently? What will you
continue to do more consistently?
Key things to remember:
Use this slide as a guide to regularity and
what is expected in books, extended
writing and summative assessments.
Formative Comments
Stamper
SPAG Codes
Student Responses – Correct & Improve
Once you have established what
you want students to reflect upon
then use this logo on the board.
The students then know that this
indicates they have time to reflect
on your marking.
DoWhat
you know
how
improve
do you
findtomost
useful when your books are
HowStudent
do youVoice
know 7-13
if
your
work?
How
marked?
marked?
you
have Karen
spelt Wollery
Howoften
oftenisdoyour
youhomework
use dictionaries
and
inFrom
Yes,
Targets
something
which subject areas?
Yes,
from
comments
written
Do
teacher’s
display
your
work
on
the
walls?
lesson
Grade working at Every
incorrectly?
Regularly,
Do
NoFeedback
you write on
comments
back
to
your
time
by next lesson
how toEvery
improve
Mainly
in Eng
teacher?
AreCorrections
you Yes
given
time
to improve
if its
good
Regularly
Marking shows ‘sp’
RS – teachers uses mostly
Yes,
your
in
work?
Maths
No
Not
often
I understand what my
mistakes
are and correct then
‘SP’ is written next to
Often
in Eng
Sometimes,
Sometimes Sometimes
the word
Sometimes in Geograghy
Yes
Yes
Marked
timeand
in Law
underlined
When
doing
aevery
speaking
listening
task
What
areIalmost
the sort
of comments
you getWord
fromisteachers?
No
Rarely
What subjects give you
the best
Circled
withfeedback?
‘sp’
Often
Use
SPaG,
10 – 15 mins at start of some
I am good at spelling
Hardly
WWW,
lessons
Maths/Eng/Catering/Biology/Tech/
Comp
so I do not have
this Sci/
EBI
Sometimes
HSC/Geog/ Chem /Law
problem
Where I went wrong
Teacher corrects and
How to improve
makes us rewrite
What I need to improve
three times
Well done
To explain in more detail
In your pair from the same subject use the extended piece of work to mark
together at least 2 pieces from 2 different key stages – even if you don’t teach
KS4/5.
KS3 piece – Use SPaG codes, WWW/EBI
KS4 piece – Use SPaG codes, WWW/EBI and highlight where they are
answering the question with a coloured key (E.g. Pink – Describe etc…
KS5 piece – Use SPaG codes and highlight AOs or Command words.
Sp
Spelling
Gr
C
Grammar
Capital
Letter
P
Punctuation
//
??
New
Paragraph
Meaning
Missing
Word
Formative Assessment
Marking Exercise Books:
Year 7-11 exercise books
should be marked every 2
weeks, or 3 weeks for
foundation subjects at
KS3. Homework must be
clearly labeled & marked
Use WWW/EBI for
comments
Use Literacy Marking
SPAG codes
Spelling corrections
written out 3 times.
Reflect, Correct and
Improve errors
Formative Assessment
KS3-5 Marking Extended
Pieces:
Summative Assessments
KS3-5 Marking Assessed
Papers:
Department policies need
to ensure that detailed
written formative
comments are given at
least 6 times per year for
most subjects and 8 times
per year for those subjects
who see students five or
more periods per two week
timetable.
Common assessments
should be regularly set to
assess student learning.
Marking schemes will be
provided for these.
Marking should be
standardised and
assessments moderated.
Use the KS3 & 4 Stamper
on Extended pieces of
writing with WWW/EBI
A summary comment
Use a mark scheme
Standardise & moderate
Grade or score
What is the difference between standardisation
and moderation?
Standardisation
Moderation
Forward looking
Backward looking
Quality Assurance
Quality Control
Builds quality in
Inspects quality in
Plan in interventions
Share practice and
expertise
Go back and correct
Shared end result
Our marking must all be standardised in
order for students to get the same
quality of feedback from all staff in all
departments.
Moderation ensures that summative
assessments are accurate and our data is
robust.
Standardisation is the process that leads
up to the moderation of results.
Joint Marking
Book Swaps
Same topic taught with another teacher
then mark the other teacher’s test.
In your teams you are now going to have time to pair up and do some marking:
Your Head of Dept/Faculty will organise this when you get back to your
departmental areas.
Use this time to:
Reflect on current practice
Jointly mark
Check marking by swapping books
Mark the other teacher’s book
Decide on how you are going to managing your marking workload.