Assessment Marking and Feedback How to evidence progression

Assessment: Marking and Feedback How to evidence progression effectively

Why do we mark?

To evidence progression effectively How can progression be evidenced? • • • Art: Y 7 Y 9 making improvements Maths: employing the cornerstones of marking RE: Y 12 individualised feedback Science Applied: flagging and consolidating new learning Science GCSE: feedback sheets for progression Y 7: individualised feedback

St Roberts Cornerstones of Marking for Learning Rich Marking: Support Marking: Peer/Self Marking: (WWW): Must begin with positive feedback clearly explaining the strengths of the work which need to be retained and developed. This can be related to skills or knowledge. Oversees pupil work ensuring work is accurate and presentable. This must be an essential part of the marking process. It helps pupils take responsibility for their own learning and progress. (EBI): Must identify weaknesses of the work which need to be improved upon. Realistic targets must be given to help students achieve the necessary progression. In addition a task must be set to facilitate immediate progression. Pupils must respond in their books Also involves marking for presentation and effort. Support marking codes may be used: -Good Work - Outstanding Work ? - Point or comment is not clear Progress must be acknowledged via occasional positive comments/ effort marks/ ticks/ targets and stickers. At its simplest level it can be pupils highlighting positive areas of the work in relation to success criteria and learning intentions. At its most complex, peer and self marking could replicate the rich marking progress by including targets and tasks for improvement. Literacy Marking: May be used at any point within the marking process Literacy codes : Cp – Capital letter Exp – expression // NP- New paragraph Sp- Spelling P – Punctuation Teacher – Learner dialogue Students must act on rich, supportive, peer/ self and literacy marking feedback and show evidence in their book that they have done so. Learning can be consolidated through periodic correction time as a lesson starter or homework.

Codes for marking This is an effective part of your work, or you have made a good point here. Make sure you know what you did well! You have done something really well, or made a really good point. Make sure you know what you did well! ? Your point or comment is not clear. Read this part again, and make sure you know what went wrong. Cp You have misused or forgotten to employ a capital letter. Check your work carefully and correct. Sp You have made a mistake with spelling. Check the spelling of this word carefully, using a dictionary. P The punctuation you have used is incorrect, or punctuation is needed which you have missed. Make sure you know how to avoid this kind of mistake next time. Exp // of NP The way you have expressed an idea is unclear or inaccurate. How could you have explained this better? You need to put a new paragraph here.

Examples of Maths Marking Employing the cornerstones of marking to ensure progression

Support Marking Support marking should be quick, with minimal teacher input Stickers can be used as a summary comment, or ‘Good work’, ‘Nearly there’, etc. Corrections identified by a should be done cross or using a ? to in green pen and request clarification on checked by what they mean or a teacher to see if correction. they are done

Prompts can be added to push students in the right direction, but still fairly minimal. Extra input can be given verbally in correction time in lessons.

Rich Marking Done periodically (not every week!) A WWW statement outlines some areas/topics that were done well An EBI comment points out some ways that the student can improve – they must be specific and helpful (not ‘work on fractions’) A follow-up task or corrections must be given

It is a good idea to make the follow up task or corrections that need doing obvious, e. g. with a highlighter You can correct some work as an example In EBI statements examples of correct method or pointing out where it can be seen is a good idea

WWW/EBI Comment As discussed previously, this is only required with rich marking. WWW and EBI must be specific.

You can reduce workload by producing feedback sheets for important rich tasks.

Examples are a good way to demonstrate what you want a student to do in future.

Assessment Marking Feedback sheets are produced for most assessments at KS 3/4/5. You can adapt these if necessary. To reduce workload, students can fill in these columns in class.

Feedback should be given as an EBI comment, or you can produce feedback comment sheets containing common errors and highlight them to save time/reduce workload.

This is another example of how individual feedback workload can be reduced, but having a bank of comments to cut and paste/edit slightly. As well as corrections, setting follow up questions relevant to feedback is a good idea. Workload can be saved by cut and pasting from a bank, or by producing a sheet and identifying which questions you want a particular student to tackle.

Over to you… How can progression be evidenced? • • • Art: Y 7 Y 9 making improvements Maths: employing the cornerstones of marking RE: Y 12 individualised feedback Science Applied: flagging and consolidating new learning Science GCSE: feedback sheets for progression Y 7: individualised feedback

Thoughts and reflections