Corbridge Middle School Marking and Feedback Policy

Corbridge Middle School

Marking and Feedback Policy

Name of Policy

Marking and Feedback Policy

Named Person(s)

Jane Kennedy

Review Committee

n/a

Last review date

December 2017

Next review date in 12 months

December 2018


Rationale and research evidence

“Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in students’ learning. Feedback redirects or refocuses either the teacher’s or the learner’s action to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself, about the process of activity, about the student’s management of their learning or self-regulation or (the least effective) about them as individuals. This feedback can be verbal, written, or can be given through tests or by means of ICT. It can come from a teacher or someone taking a teaching role (Including pupils acting as teachers) or from peers.

Feedback studies tend to show very high effects on learning. The research evidence about feedback was part of the rationale for Assessment for Learning (AFL). One evaluation of AFL indicated an impact of half of a GCSE grade per student per subject is achievable, which would be in line with the wider evidence about feedback. Providing effective feedback is challenging. Research suggests that it should:

Aim
The aim of this policy is to ensure clear understanding of the purposes, procedures and processes of effective marking and feedback to pupils regarding their work in order to maximise progress and support pupils in becoming effective learners. At Corbridge Middle School, effective marking and feedback underpins our school ethos and values aims to:

Purposes for responding to children’s work:

Consistency of practice

An effective response to children’s work through consistent practice will allow a mutual understanding by children, staff and parents of the standards and targets set.

Non-negotiable Procedures of Marking

Processes 

Four types of marking and feedback occur during teaching and learning at Corbridge Middle:

Effective feedback

Feedback information has to be used if improvement is to take place. Children will be given time to respond to feedback and improve their work. Before they begin a task, pupils should clearly understand the success criteria. Effective feedback should address at least one of these aspects: achievement, improvement or extension:

Teachers will consider:

SEN and Inclusion
Effective marking and feedback must be accessible to all pupils and will reflect their individual needs and abilities, therefore, some pupils may require support to read comments or could require support to record their verbal comments in green pen.

Monitoring and Evaluation
Monitoring of the policy will be carried out through work scrutiny led by subject leaders and the SLT. This is to evaluate whole school consistency and the impact on pupil outcomes.
SLT will also monitor the impact of marking through work scrutiny as part of learning walks to monitor the quality of teaching and learning in the school. This will be triangulated with pupil voice to establish how marking supports them in understanding what they need to do to improve their learning and to make progress.
A work scrutiny schedule will be used and will be available to staff. Feedback will be given to individual teachers.

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