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Assessment and marking policy

Cromer Academy

                            ‘Exceptional, without exception’

Date adopted: September 2018

Date to be reviewed: September 2020

Assessment and Marking Policy

Marking should serve a single purpose – to advance pupil progress and outcomes.             

(Eliminating unnecessary workload around marking, Report of the Independent Teacher Workload Review Group, March 2016) 

Purpose

Our assessment and marking guidelines are designed to both reduce workload and also ensure that students use effective feedback to make further progress.

Marking should be meaningful, manageable and motivating. With this in mind:

  • Marking should be followed up with specific time for students to read, reflect and respond to marking where appropriate.  Students must act on the feedback and this should be built into the next available lesson.

  • Staff should mark in green pen with students responding in purple.

  • Feedback should give students clear strategies on how they can improve their work

  • There is no expectation that teachers spend time writing comments in student books.

Self checking during lessons

Pupils are taught to self-check their work in lessons, as they go along. It ensures that students don't have to wait until the formal marking cycle to find out they have misunderstood a concept. It also promotes the expectation that students take ownership for the quality and accuracy of their work.

Frequency of marking

It is expected that teachers mark books in the following rotation - for core subjects (English, Maths and Science) once every two weeks and for other subjects once every three weeks.  

 

The Marking Process

There is no expectation that staff mark every page in a student book or spend time ticking notes that have been copied from the board. Staff are only required to mark the ‘Apply’ section - that is, you provide feedback only on what the students have generated themselves. 

 

  1. Dot System (SPAG errors) - Green Pen

As you read the books, use the dot system to correct any SPAG errors. A dot should be placed at the start of the line in the book where the mistake occurs NOT next to the actual misspelt word, missing capital letter etc. 

 

Tier 3 (subject specific) spelling mistakes should be identified as priority. A maximum of 5 more Tier 2 and 3 spelling mistakes should also be identified.     

                    

  • Tier 3: Low-Frequency, Domain-Specific words

Examples: isotope, tectonic plates, carcinogens, mitosis, lithosphere

 

Tier 3 words are domain specific vocabulary. Words in this category are low frequency, specialised words that appear in specific fields or content areas. Students will be unfamiliar with Tier 3 words. Teachers should teach these words as the need arises for comprehension in specific content areas. 

 

Tier 2: High-Frequency Words (aka Cross-Curricular Vocabulary) Examples: justify, explain, expand, predict, summarise, maintain

 

Tier 2 words include frequently occurring words that appear in various contexts and topics and play an important role in verbal functioning across a variety of content areas. Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term “justify” and “predict” frequently appear in Science, Social Studies, and English texts. Tier 2 words are learned primarily through reading and explicit instruction.

 

Tier 1: Common, Known Words 

Examples: big, small, house, table, family

 

Tier I words are basic, everyday words that are a part of most children’s vocabulary. These are words used every day in conversation, and most of them are learned by hearing family, peers, and teachers use them when speaking. These words are especially important for English language learners who may not be familiar with them.

 

SPAG errors although impossible to eradicate completely can be avoided in the first place by teachers incorporating keyword spellings in to their lesson planning and also reminding students about their SPAG during the lesson.

 

B) Crosses or brackets for longer sentences/paragraphs (Quiz/short answer mistakes) - Green Pen (or if peer assessed purple pen)

 

A cross should be used where the work consists of single term or short answers. For example a mistake in a knowledge quiz, inaccurate labels on a diagram of the body in Science or calculations in Maths.

 

Feedback Notes

The teacher reads the work in students’ books and makes notes on what has often been misunderstood (common misconceptions/mistakes). These notes should be recorded on the ‘Whole Class Feedback’ form (Appendix A). This document can be used when feeding back to students.
 

Students acting on feedback (Purple pen)

The quantity of feedback should not be confused with the quality. The quality of the feedback, however given, will be seen in how a pupil is able to tackle subsequent work. 

(Eliminating unnecessary workload around marking, Report of the Independent Teacher Workload Review Group, March 2016) 

                

At the start of the next lesson, provide the students with the  key misconceptions and how to ensure they can improve. You should also set extra extension questions for those who have produced accurate work (“as you got this correct, try this question…”). Some points to consider:

 

  • It is worth at this point sharing good practice - identifying student work that demonstrates a clear understanding of the content. This could be displayed to the group using a visualiser.

  • Students should correct or re-write parts of their work and this should be done in purple pen.

  • As the students correct their work the teacher should ‘roam’ the room to ensure students are correcting accurately. This will avoid the need for triple marking.

  • This session is flexible in how long it takes but a typical session might be ten minutes or so giving time for children to redress any misconceptions that had arisen and, where useful, check through their work and improve it based on the feedback given 

  • The approach can be described as ‘strategic minimal marking’: the teacher starts with the assumption that no pupil actually needs much help to edit their work, aside from the scaffolding and modelling you’ve already done at the start of the lesson.

  • They should also ensure all their dots (SPAG errors) are corrected.

 

Reteaching a common misconception and students correcting their work is only effective if students have now developed a secure understanding of said concept. It is therefore expected that teachers plan future engage quizzes around these topics.

Marking and feedback flowchart


 

Presentation of student wok

Student work is well presented with titles & date (written in full ‘Monday 21st July 2018 in the top right hand corner of the page) underlined using a ruler, written work in black pen and diagrams in pencil, any mistakes are crossed out with a single line through it. No work should fall out of the books.

 

Students are expected to take pride in how they present their work. These expectations need to be enforced by the teacher.

 

Worksheets should where possible be photocopied to a size where the sheet need not be folded. This allows students to see what work they have produced.

 

Poorly presented work should be addressed during the feedback stage of the marking process. Students should check they have underlined headings, drawn diagrams in pencil etc and fix up this work.

Learning Conversations

When possible teachers are encouraged to have one to one learning conversations with students.  These are especially effective when giving feedback from an assessed piece of work and allows for a more free flowing two-way dialogue.

 

Assessment

Regular assessments are made of students’ work in order to establish the level of attainment and to inform future planning. Students should be aware of the standard of work they are completing and at what grade they are working.

 

The aim of formative assessment (Afl) is to give students clear guidance about how to improve their work and how they have been successful. Formative assessment allows students to reflect and then put in place strategies to improve. 

 

Summative assessments will be carried out 2 to 3 times per year.  At Key Stage 3 these are carried out in line with Departmental schemes of learning. Summative assessments are marked as a %. To ensure an accurate and consistent approach to summative assessments Departments will meet on a regular basis to moderate work.  At Key Stage 4 they will be assessed using past papers from the relevant exam board.

Appendix A - Whole Class Feedback Pro-forma