Selsdon Primary School September 2013 Marking Policy Selsdon Primary School September 2013

What has the greatest influence on childrens’ learning? Class environment Instructional quality Direct instruction Students’ prior cognitive ability Home factors Instructional quantity Challenge of Goals Questioning Parent involvement Bilingual programmes Remediation/feedback Students disposition to learn Feedback Peer tutoring Mastery learning Teacher in-service education Acceleration Homework

Professor John Hattie Professor of Education University of Auckland 180,000 studies 50 million students

Results Feedback Students’ prior cognitive ability Instructional quality Instructional quantity Direct instruction

Feedback What they have done well What they need to do to improve Clarifying goals (assessment criteria) High quality feedback is always given against explicit criteria Feedback on the task Feedback on the processes they have used Feedback on the ‘self’ such as ‘well done you are good at this’ is not helpful

Is it worth it? Marking children’s work is the core part of working life for any teacher. It can seem endless and feel a constant pressure. Research into written feedback by teachers strongly suggests that there is a lot wrong with traditional approaches. Comments are time consuming and usually only focus on surface features such as presentation or perceived effort which has little impact on the learning. Does marking make any difference?

Is it worth it? Yes! One of the most crucial forms of assessment We can judge our own effectiveness as teachers We can make strategic decisions about the next steps Individual dialogue with every child Marking should not be seen as a chore Personalised learning – development of EYFS practice

Ofsted Judgements - Teaching Outstanding Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains. Good Teachers assess pupils’ learning and progress regularly and accurately at all key stages, including in the Early Years Foundation Stage. They ensure that pupils know how well they have done and what they need to do to improve. If this is not in place then teaching is inadequate.

How We Learn 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 70% of what is DISCUSSED with OTHERS 80% of what is EXPERIENCED PERSONALLY 95% of what we TEACH TO SOMEONE ELSE William Glasser

Self and Peer Assessment This takes time to develop and needs to be taught. Initially children focus on the superficial. Needs to be modelled by the adult Particularly valuable for SEN children

Self and Peer Assessment Train children over time to assess their own work and the work of others, and develop an appropriate language Give children opportunities in mathematics lessons to discuss and reflect on problem-solving and calculation strategies, comparing and evaluating approaches Frequently and consistently encourage children's self-reflection on their learning Guide children to identify their next steps.

Self and Peer Assessment Time needs to be built in to the lesson for structured reflection, for example using comments such as the following. 'Find one example you are really proud of and circle it. Tell the person next to you why you are pleased with it.' 'Decide with your talk partner which of the success criteria you have been most successful with and which one needs help or could be taken even further.' (After whole-class sharing for a minute or two) 'You have three minutes to identify two places where you think you have done this well and read them to your partner.' 'You have five minutes to find one place where you could improve. Write your improvement at the bottom of your work.' 'Look back at the problems you have solved today. Where were you successful? What approach did you take?'

Marking Policy 2013 Focused Quality Marking At the start of every lesson teachers share learning intention (LI) and with the children establish the WMAG (What Makes A Good) or WIN (What I Need). These should break down the skills needed in order to achieve the Learning Intention (or the ingredients for the recipe). Not every piece of work will be marked in detail. In order to manage regular in-depth marking of the whole class teachers should carry out detailed marking of one subject per week (writing, maths, science/topic).

Marking Policy 2013 How do we mark? All work by the children should be in pencil, blue or black pen. Marking and writing by the adult should be in red pen Children’s responses to any marking should be in green pen

Marking Policy 2013 Indicating what has been achieved and the next step The teacher writes a maximum of 3 WWW’s (What Went Well) and 1 EBI (Even Better If). The EBI could be related to either the LI or the child’s individual target. Whichever is most relevant. These should be written in red pen.

Marking Policy 2013 Making the improvement The child should respond to the EBI in their next piece of guided work in their book (timetabled into next weeks planning). This should either be written in green pen or the relevant element circled or underlined in green pen to show that the child has addressed the EBI set on the previous piece of work

Marking Policy 2013 Quick Marking All work should be dated and signed by the adult. This indicates that the adult has acknowledged the child’s effort and noted what has been achieved. Children usually date their own work but the teacher may need to date work for younger children.

Marking Policy 2013 Where the adult scans/skims pieces of work, acknowledgement should be given by use of the following codes: N = Nearly there (hasn’t achieved Learning Intention) A = Learning Intention Achieved   E = Child has Extended themselves beyond the Learning Intention   In addition the teacher should indicate if the work was independent by use of I

The role of the TA Foundation Stage Regular observations in FSP Key Stage 1 Sticky labels and observations on recorded work Key Stage 2

Making an observation Observations should always be objective and be based on what the child did and said. Observations should: Be factual Be specific Be brief Link to the focus of the activity i.e. the Learning Intention (and the child’s individual target)

Format for the observation Date each observation Describe the context or the activity Describe what he child actually did and said, use quotes to document the child’s language State the outcome (related to the Learning Intention and the child’s target)

Monitoring This will be monitored throughout the year. Teachers and Teaching Assistants HMI and Ofsted evidence