Marking & Assessment Policy

Revision History

Version Date Comments Review Date
14 Spring 2017 Amended, approved and issued Spring 2018
13 November 2015 Amended after Health Check Spring 2016
12 Spring 2015 Amended, approved and issued Spring 2016
11 Spring 2014 Amended, approved and issued Spring 2015
10 Spring 2013 Amended, approved and issued Spring 2014
9 Spring 2012 Amended, approved and issued Spring 2014
8 June 2011 Amended, approved and issued Spring 2012
7 May 2011 Amended, approved and issued May 2012
6 March 2011 Draft shared and trialled by teachers – issued March 2012
5 June 2010 Amended, approved and issued July 2011
4 January 2009 Amended, approved and issued July 2010
3 October 2007 Approve and issued October 2009
2 October 2006 Approved and issued October 2007
1 September 2006 First draft

General Principles

  1. We assess and mark work to move learning forward for all children.
  2. We need to mark everything in some way, including homework. (Quality marking, challenge, target, or a note of oral feedback to pupil.) 
    (See Appendix 1)
  3. When we mark work during lesson time it is marked with a child.
  4. Classrooms display marking symbols for staff/pupil use.  (See Appendix 1)
  5. General marking relating to challenge or target achieved are written in blue/black ink.  The WALT is ticked or dotted to show whether objective was achieved in blue/black ink (√√√) Targets/reminders/areas to improve are written in red ink and the target stamper is used regularly.  (See Appendix 1)
  6. Marking should be focussed mainly on targets, challenge and moving learning forward.  Therefore, the target stamper is used regularly and highlights next steps to pupils. 
  7. Pupils will perform better if they know what is expected of them (wilf) and will be able to regularly self and peer assess. Therefore, each piece of writing needs a wilf. This should then be overseen by an adult.
  8. Everyday work will start on a new page. The date and WALT will be at the top of the page.  The stampers must go at the bottom of the page.
  9. Positive praise, stickers, stars and comments help motivate.
  10. Foundation Stage, KS1 and SEN work should be annotated after talking to a child, as appropriate.
  11. TA should mark work and add next steps for the group they are working with.  (This should be done during lesson time.)
  12. Mark only 3 spellings unless WALT is spelling rule.
  13. GOLDEN LINE:  Highlight a sentence or two which demonstrates ‘outstanding achievement in writing’ for that child.
  14. We aim to gather levelling information from children’s work/responses throughout the term from a range of sources (oral responses, paired work, investigation, guided work, independent work, cross-curricular work.)
  15. English/writing should be assessed each month.  Therefore each half term there will be 4 assessments. Targets and level information (writing) is added, as appropriate, to the yellow target sheets and referred to regularly by both pupils and staff.  (These are kept in a plastic wallet, with Stoke Writes in English books.)  All assessed work has a SW at the bottom of the page.
  16. In KS1 TA’s will stamp work for the group they are working with.  KS1 pupils will write w/s themselves at the bottom of the page when supported, otherwise work is presumed to be independent.  KS2 children will stamp their own work with regards to:  paired, group, independent work, teacher or teacher assistant supported.
  17. ‘FIX IT TIME’ Allow time at the beginning of the day and/or lessons for pupils to read teacher’s marking and comments.  This will encourage dialogue between teacher and pupil. Pupil’s complete challenge, KS1 put a smiley face and KS2 initial.
  18. FOCUS ON MOVING LEARNING FORWARD:  TARGETS AND CHALLENGE.

Self-assessment and Peer-assessment

  • Traffic light self-assessment system will be used in Maths, English and on the practical activities sheet.
  • WILF is the success criteria for a piece of writing, which should have been discussed with the children. Following completion of the work children should then find at least 3 examples for each part of the WILF.  This must be completed for each piece of writing and for all subjects, to ensure writing is of a high standard.
  • KS1: Use a pencil, √ in the work and √ the WILF.  (See Appendix 1.)
  • KS2: Use colours, underline it in the work and √ the WILF.
  • Upper KS2 WILF should have a blank line on it at the end, so that the pupil can add a personal target. (See Appendix 2.)
  • SWANS is the peer assessment for a piece of writing. (Strengths, weaknesses and next steps.)  SWANS should be used for KS2 children only.   Targets that pupils set should reflect the WALT/WILF.  There is also a simpler version of the SWANS, for Lower KS2.  You should choose the SWAN that matches the needs of the pupil.  (See Appendix 2)

Pupil Progress Interviews

To ensure that our pupils fully understand their strengths, weaknesses and their next steps, teachers will ensure that they have had a 5-10 minute learning conversation each term with every child.  (2-3 pupils each week)  (FSM/PP or target pupils will be more frequent and will occur throughout the term.)  Please add a note of what is discussed in children’s books.  Pupil Progress will be stamped in green and dated.  Time will be given during Key Stage assemblies for this however, time may also need to be allocated during the school week.

    General Principles for Early Years

  1. We assess and mark work to move learning forward for all children.
  2. In  Early Years marking is given as oral feedback to pupil during the adult led activity and during the class plenary.
  3. Positive praise, stickers, stars and comments help motivate.
  4. Early Years work should be annotated after talking to a child, as appropriate.
  5. Assess your adult led activity at the end of the session and make a general note in the daily planning.  Make assessment notes for those children you have worked with during the adult led activity, in particular those who are working above or below age related expectations.   
  6. We aim to share orally with pupils their next steps for learning on a regular, informal basis.
  7. General marking relating to challenge or target achieved are written in blue/black ink.  The WALT is ticked to show whether objective was achieved in blue/black ink.  Targets/reminders/areas to improve are written in red ink and the target stamper is used regularly.  (See Appendix 1)
  8. Children self-assess using the thumbs up/down system, in some lessons as appropriate, for learning and behaviour.
  9. Early Years Leader conducts pupil interviews with Reception children on a half-termly basis.

Appendix 1 – Marking symbols

sp      –      spelling (underline incorrect spelling and KS1 write    correct word above, KS2 write correct word in margin.)

√       –       good point

√√     –       very good point

√√√   –       excellent

GOLDEN LINE-Highlights ‘outstanding achievement’ for that child

^       –       word missed out

?       –       doesn’t make sense

//     –       new paragraph (leave line)

I       –       Independent work

w/s   –       with support

C       –       capital letter

.        –       full stop

wf     –        writing frame

SW   –         shows an assessed piece of work

Appendix 2 – Wilf and SWANS

In KS2 the wilf will have a space for learners to write in their own target.

wilfswans

Appendix 3 – Resources

  1. Target stamper and Red pad x1 each teacher
  2. Type of work stampers – variety KS1 – 1 each classroom for TA, KS2 x4 or more
  3. Traffic light stampers x4 or more each classroom
  4. Pupil Interview stamper and Green stamper x1 each classroom

Appendix 4 – Guidance for Supply Teachers

  1. We assess and mark work to move learning forward for all children.
  2. We need to mark everything in some way, including homework. (Quality marking, challenge, target, or a note of oral feedback to pupil.) 

(See Appendix 1)

  1. When we mark work during lesson time it is marked with a child.
  2. Classrooms display marking symbols for staff/pupil use.
  3. General marking relating to challenge or target achieved are written in blue/black ink.  The WALT is ticked or dotted to show whether objective was achieved in blue/black ink (√√√) 

Targets/reminders/areas to improve are written in red ink and the target stamper is used regularly.  (See Appendix 1)  Marking should be focussed mainly on targets, challenge and moving learning forward.  Therefore, the target stamper is used regularly and highlights next steps to pupils. 

  1. Pupils will perform better if they know what is expected of them (wilf) and will be able to regularly self and peer assess. Therefore, each piece of writing needs a wilf. This should then be overseen by an adult.
  2. Everyday work will start on a new page. The date and WALT will be at the top of the page.  The stampers must go at the bottom of the page.
  3. Positive praise, stickers, stars and comments help motivate.
  4. Foundation Stage, KS1 and SEN work should be annotated after talking to a child, as appropriate.
  5. TA should mark work and add next steps for the group they are working with.  (This should be done during lesson time.)
  6. Mark only 3 spellings unless WALT is spelling rule.
  7. GOLDEN LINE:  Highlight a sentence or two which demonstrates ‘outstanding achievement in writing’ for that child.
  8. In KS1 TA’s will stamp work for the group they are working with.  KS1 pupils will write w/s themselves at the bottom of the page when supported, otherwise work is presumed to be independent.  KS2 children will stamp their own work with regards to:  paired, group, independent work, teacher or teacher assistant supported.
  9. ‘FIX IT TIME’  Allow time at the beginning of the day and lessons for pupils to read teacher’s marking and comments.  This will encourage dialogue between teacher and pupil. Pupils complete challenge and KS1 put a smiley face and KS2 initial.
  10. FOCUS ON MOVING LEARNING FORWARD:  TARGETS AND CHALLENGE.
  11. Initial any work that you have marked

 

Marking and Assessment Policy Version 14 Spring 2017