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St Peter's Church of England Junior School Trafford Road Wisbech Cambridgeshire PE13 2ES Head Teacher: Mrs Y Smith Tel: 01945 583570 Deputy Head: Mrs S Gander Fax: 01945 466723 Office hours: 8.15 a.m. - 3.45 p.m. Email: email@example.com Feedback Policy Mission Statement We believe feedback and marking should provide constructive feedback to every child, focusing on success and improvement needs against learning intentions; enabling children to become reflective learners and helping them to close the gap between current and desired performance. 1. Introduction: 1.1 The feedback policy belongs with the set of policies on Assessment, Record Keeping and Reporting. 1.2 Oral and written feedback are an important part of Assessment. 1.3 Through this policy, it is hoped to encourage the child to look at errors in a positive manner. This is in line with the school`s positive approach on self- assessment. 2. Purpose: 2.1 Marking is an essential part of the learning process and as such is one important way of informing children of how they have progressed in their learning. 2.2 Marking is an effective way of keeping the child focused and allows them to reflect on the learning. 2.3 Marking can be the `path` through which a child makes sense of the curriculum. 3. Implementation: 3.1 Most work should be marked in red pen and whenever possible in conference with the child concerned. 3.2 Distance marking should be handed back quickly, to encourage discussion of the work. 3.3 The teacher`s professional judgement is the key factor in all assessment. Therefore, marking is often judgmental and selective in order to foster positive attitudes in our children. 3.4 Self -assessment has a developing role in the school`s practice in assessment. Children are asked to mark and reflect on their own work. 3.5 All adults who work with the children are involved in the assessment of children’s work. Supply teachers must mark all set work and return it to the class teacher. Adults, other than the class teacher, are asked to initial work they have marked. 3.6 Teacher oral comments should be mainly positive and legible and focused on the L.O. for the lesson. 3.7 Comments should be written in the appropriate language for the individual child`s age and ability; they should be written in a style which sets a good example for the children. 3.8 Children should be given specific time to read, reflect and respond to marking. 3.9 Teachers should highlight examples of the child’s work that indicates that they have put effort into working towards the learning objective. This will form the basis of any positive comment inserted in the ‘cloud’ at the bottom of the work. 3.10 The teacher will draw an arrow from a point in the child’s work that would benefit from improvement to a box at the end of the work. ‘Closing the gap’ marking will be written in the box to which the children will respond either at the time of marking or when distance marking is returned. It is important that time is given for this activity when distance marking takes place. 3.11 Teachers should use marking to inform future planning and individual target setting. 3.12 Marking should be manageable for teachers. Guidelines for the frequency of in depth marking is as follows: Numeracy – once a week. Literacy – once a week. Extended Writing – once a fortnight. Science – once a fortnight. Foundation - at least once per topic. Art is not marked using written feedback. 4 Review: 4.2 The policy is the responsibility of the Assessment Co-ordinator. Appendix Strategies Summative feedback/marking This usually consists of ticks and crosses and is associated with closed tasks or exercises. Wherever possible, children should self-mark or the work should be marked as a class or in groups. Formative feedback/marking With oral feedback, in the course of a lesson, teacher’s comments to children should focus firstly on issues about the learning intention and secondly, and in a whisper, on other features. Quality marking Not all pieces of work can be ‘quality marked’. Teachers need to decide whether work will simply be acknowledged or given detailed attention. Wherever the task is open or narrative, feedback should focus first and foremost on the learning objective of the task. The emphasis in marking should be on both success against the learning intention and improvement needs against the learning intention. Focused comment should help the child in ‘closing the gap’ between what they have achieved and what they could have achieved. A reminder prompt (e.g. ‘What else could you say here?’) A scaffolded prompt (e.g. ‘What was the dog’s tail doing?, ‘The dog was angry so he…’, ‘Describe the expression on the dog’s face). An example prompt (e.g. ‘Choose one of these or your own: He ran round in circles looking for the rabbit/The dog couldn’t believe his eyes’). Secretarial features Spelling, punctuation, grammar, etc., should not be asked for in every piece of narrative writing, because children cannot effectively focus on too many things in one space of time. When the work is finished, children are asked to check for things they know are wrong in their work when they read it through. They should not be told to correct all spellings, or they are likely to write further misspellings or waste time looking words up. Only give children feedback about those things you have asked them to pay attention to. This will mean that some aspects of writing are unmarked, but over time will be marked. Self-marking Children should self-evaluate wherever possible. Children can identify their own three successes and look for improvement points. The plenary can then focus on this process as a way of analysing the learning. Shared marking Using one piece of work from a child in another class to mark as a class, using OHP, at regular intervals, models the marking process and teaches particular points at the same time. Another strategy is to show two pieces of levelled work, with the same title, and discuss their differences. Paired marking Before ends of lessons, children should sometimes be asked to mark narrative work in pairs. The following points are important: Children need to be trained to do this, through modelling with the whole class, watching the paired marking in action. Ground rules (e.g. listening, interruptions, confidentiality, etc.) should be decided, then put up as a poster. Children should, alternately, point out what they would like first, holding the highlighter pen, and then suggest ways to improve the piece, but only against the learning intention and not spellings, etc. The 3:1 success to improvement ratio should be followed, to avoid over-criticism. Pairings need to be based on someone you trust – best decided by teacher. Pairings should be ability based, of two middle, two brighter or one middle and one lower together. Encourage a dialogue between children rather than taking turns to be the ‘teacher’: they should discuss each other’s work together (e.g. ‘I think this bit really shows how that character feels, what do you think?’).
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