Transcript View Policy - Auriol Junior School

Auriol Junior School
Guidance for Marking
Key Elements of AfL
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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
Successful Marking
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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 . 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