1. Marking has two core purposes. One, students act on feedback and make progress over time. Two, it informs future planning and teaching. 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.

3. Why focus on Marking & Feedback? Ofsted May 2014 Teachers’ marking is very good. Just occasionally, they do not make sure students follow up the guidance offered by improving their work. Some of the marking and feedback given by teachers is very good and leads to students having an accurate understanding of how well they are working and what they need to do to improve. However, this good practice is not sufficiently widespread and some teachers do not give students enough good- quality guidance. Ofsted Target: Ensure that marking and feedback are consistently effective in helping students to improve their work across the academy. Why focus on Marking & Feedback? Ofsted May 2014 Teachers’ marking is very good. Just occasionally, they do not make sure students follow up the guidance offered by improving their work. Some of the marking and feedback given by teachers is very good and leads to students having an accurate understanding of how well they are working and what they need to do to improve. However, this good practice is not sufficiently widespread and some teachers do not give students enough good- quality guidance. Ofsted Target: Ensure that marking and feedback are consistently effective in helping students to improve their work across the academy.

4. Aims of the session: To share the revised Marking & Feedback Policy Feb 2016 and discuss. To highlight what is expected in terms of: 1.Regularity 2.Type of marking 3.Quality Feedback 4.SPaG corrections 5.Student responses To find ways to mark effectively and efficiently. To identify best practice for teacher marking and self/peer marking. To consolidate ways to introduce and embed Reflect, Correct & Improve into day to day teaching. To have time to jointly mark some of your own books/folders and share best practice. Aims of the session: To share the revised Marking & Feedback Policy Feb 2016 and discuss. To highlight what is expected in terms of: 1.Regularity 2.Type of marking 3.Quality Feedback 4.SPaG corrections 5.Student responses To find ways to mark effectively and efficiently. To identify best practice for teacher marking and self/peer marking. To consolidate ways to introduce and embed Reflect, Correct & Improve into day to day teaching. To have time to jointly mark some of your own books/folders and share best practice.

11. 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. 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.

15. They identify pupils’ common misconceptions and act to ensure they are corrected. 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. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

20. Written Feedback Marking Rota: Little and often In-class feedback: check accuracy as you circulate. Targeted Marking: ineffective marking everything Rule of returning sub- standard work (not correcting rubbish!) Reflect, Correct, Improve time with green pens. Laminate assessment criteria to use. Self assessment – then your assessment of their assessment Invest time in well trained peer assessment Class codes for targets instead of comments.

21. Live Marking Whilst students are working the teacher circulates and marks their work asking questions or giving hints rather than providing answers. Immediate error correction during the task. Tackles inaccuracies and misconceptions. Helps students to redraft straight away. Students correct their work. Rationale: Once errors have been learned, they are very difficult to overcome. Providing guided practice after teaching and checking for student understanding, can help limit the development of misconceptions. Time Implication – 0 mins Re-guided teaching Teacher marks work by repeating or re- guiding instructions after an informed 5 minute flick through the book. To provide systematic feedback and corrections that are ongoing throughout the lesson or afterwards. Repeat of initial task if heading in the wrong direction. Rationale: Students who are heading down the wrong avenue with learning can be redirected and re-teaching can be planned in. Further instruction is more powerful than feedback information after the task has been completed. Time Implication – 5 mins in or out of class. Guided Marking Practice (self) Students mark their initial task guided by worked examples or models of excellence. To allow students to develop strategies for error detection. This is an effective way to give formative feedback. Students use guided marking practice to improve their initial task. It could be done on an initial paragraph before drafting an essay or on an essay before redrafting. Rationale: Using self assessment strategies builds their capacity to assess their own work. Less effective learners have minimal self assessment ability and need additional teacher guidance. Grids, criteria and model examples support this. Time Implication – 10 minutes to create an assessment framework. Teacher MarkingTo provide systematic feedback to the students and teacher. This is an effective way to give feedback on the process of learning. Students to use Reflect, Correct and Improve time to respond to the teacher feedback by making the changes. Immediate error correction and guidance for future learning. Accurate feedback as it is teacher driven. Only works if the student makes the changes to the corrections and acts on the guidance given. Time Implications – Time consuming although can be reduced by code marking and they correct. Targets rather than long comments are more effective.

22. 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. HINT: Students don’t always read the feedback you have given and go straight to the grade. Use the WWW/EBI approach and then they grade next to criteria you have given them in your feedback.

23. You are the most important part of your improvement Complete the work Receive feedback ReflectRespondImprove  WWW – what went well?  EBI – even better if…  I understand my feedback…  My targets are…  In order to improve I need to…  I need to focus on…  Next time I will…  Tell your teacher whether you understand your feedback or not  Tell them what you will do/have done to improve  Answer any questions that your teacher has asked you throughout your book  Complete the task to the best of your ability Your teacher/peer will give you:  Feedback/comments  Actions or targets.  Correct your SPaG errors  Complete the task you’ve been set  Apply your actions in the next task you do to show improvement  Use the sentence starters  Teach the process

24. Leave a gap for Reflect, Correct, Improve: SP: Necessary 1. 2. 3. Or Write there, their and they’re in a paragraph. Leave a gap for Reflect, Correct, Improve: SP: Necessary 1. 2. 3. Or Write there, their and they’re in a paragraph. Reflect, Correct, Improve: (Targets) Common misconceptions lead to common targets in marking. Use a numbered list and ask the students to write the target in full and you write the number for quick reference. Reflect, Correct, Improve: (Targets) Common misconceptions lead to common targets in marking. Use a numbered list and ask the students to write the target in full and you write the number for quick reference.

26. Sp Spelling Gr Grammar C 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.

27. 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. 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.

28. KS4/5 – Extended Writing Pieces – Highlighters Analysis Focus on question SPAG errors Well selected evidence 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.

30. Formative Assessment Marking Exercise Books: Year 7-11 exercise books should be marked every 2 weeks (core) or 3 weeks (foundation) subjects at KS3. Homework must be clearly labeled & marked. Reflect, Correct, Improve should be used as and when appropriate for learners to address comments and SPaG errors. All learner corrections must be completed in green pen. Use WWW/EBI for comments Use Literacy Marking SPaG codes Spelling corrections written out 3 times. Reflect, Correct and Improve errors Formative/Summative Assessment KS3-5 Marking Extended Pieces in books/folders: 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. The KS3 & KS4 stampers are to be used at least twice a half term to support effective feedback and inform students of progress and attainment. Use the KS3 & 4 Stamper on extended pieces of writing Use WWW/EBI for comments Use Literacy Marking SPaG codes Reflect, Correct and Improve errors Summative Assessments KS3-5 Marking Assessed Papers: Common assessments should be regularly set to assess student learning. Marking schemes will be provided for these. Marking should be standardised and assessments moderated. A summary comment Use a mark scheme Standardise & moderate Grade or score Use Literacy Marking SPaG codes

31. What is the difference between standardisation and moderation?

32. Standardisation Forward looking Quality Assurance Builds quality in Plan in interventions Share practice and expertise Moderation Backward looking Quality Control Inspects quality in 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. 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.