Auriol Junior School Guidance for Marking

‘Feedback is only effective if it is acted on.’ Shirley Clarke Key Elements of AfL Providing effective feedback to children. Actively involving children in their own learning. Adjusting teaching to take account of the results of assessment. Recognising the profound influence assessment has on the motivation and self-esteem of children, both of which are crucial to learning. Considering the need for children to be able to assess themselves and to understand how to improve. ‘Inside the Black Box’ (Paul Black and Dylan William) ‘Provide feedback to children on their successes, show them improvements and provide them with time and opportunities to make these improvements’. Ann O’Connor ‘Feedback is only effective if it is acted on.’ Shirley Clarke

“To be effective, feedback should cause thinking to take place.” Successful Marking motivates the learner is supportive of the learner extends learning uses the language of the success criteria is specific is accurate in the use of language identifies the even better if…/next steps/challenge question is followed by time for the child to respond the feedback “To be effective, feedback should cause thinking to take place.” Shirley Clarke

Key principles and guidance for marking:   Establish ground rules on presentation and setting out and display these. Do not mark work which does not follow these. Marking is only of value if comments are read and responded to. All work marked by a member of staff, other than the class teacher, should be initialled so the children are aware of who has marked the piece of work. In depth marking will be completed at least 2x a week in maths and in literacy. Marking must be manageable and not all pieces can be quality marked. Regular and frequent written feedback will be given to children in an appropriate way for their age and ability. Any work that is distance marked should be written in child friendly language. Children should be encouraged to leave incorrect answers and not rub them out. This will enable them to see progression once the learning has been corrected. Work marked by the children should be in a contrasting coloured pencil. Pupils should be encouraged and trained to mark their own and other’s work where they highlight success and improvement.

All marking will be positive, informative and constructive and comments must relate to the LO and the SC. Only give feedback on what children were asked to pay attention to.

Marking in literacy should include highlighter where the child has written best aspects against LO and Improvement point (IP) to indicate an area where some improvement needs to be made or Next steps to suggest a next step in the child’s learning. Comments should model the handwriting policy. Improvement Point Next Step

Some Maths and other closed tasks should be marked with a tick and a Some Maths and other closed tasks should be marked with a tick and a . put next to incorrect answers. Challenge Questions can be used to extend children’s reasoning about mathematics.

Questions to extend thinking, encourage predictions and reasoning Identify misconceptions and prompt ideas for improvement