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Marking & Feedback

Marking and Feedback

Marking and Feedback at Parkside School is based upon the research evidence form the Education Endowment Foundation that highlights how marking and feedback can make a significant impact on a pupils progress.

Aim of marking and feedback

To enable pupils to improve.

Inform future planning, identifying successes and areas for development.

Create a of regular, personalised diagnostic feedback which will raise learners’ attainment and self-esteem.

- Students will complete a minimum of 2 assessments per term.

  • Assessments will be synoptic, including knowledge from the current unit as well as relevant essential knowledge covered in previous units
  • After each assessment, Question Level Analysis follow up for staff and students will take place, including re-teaching and other strategies to address the gaps in learning.
  • Minimum of 2(S) trengths / (T) argets will be stated on relevant questions on pupil assessments.
  • Correct / model answers will be shared to the class and pupils will correct answers from assessment.
  • Students will complete a SubjectLearning Review, add relevant S / T from assessment, and complete relevant P4P (Purple for progress) follow up tasks.
  • Students will also complete challenge tasks where required

If a piece of assessment does not require use of a learning review sheet, the following S / T (Using green pen) methodology is applicable.

- Marking and feedback should be in line with expectation

- Staff will mark in green pen.

- Feedback must take the form of identifying;

1. STRENGTHS of the work (S in the margin)

Strengths should be specific, accurate and clear e.g. “It was good because you...” rather than just “correct”; compare what a learner is doing right now with what they have done wrong before e.g. “I can see you were focused on improving X as it is much better than last time’s Y…”

2. TARGETS - Specific areas for improvement – this must not be linked to behavior (T in margin)

The teacher should provide specific guidance on how to improve and not just tell students when they are wrong. e.g. scaffolded answers / sentence starters / a further challenge activity.

Where work is peer assessed, feedback should still be in the form of S and T with clear guidance given by the teacher in how to set strengths / targets

Marking and feedback follow up

Staff must provide a timely opportunity for learners to respond to this feedback, using Purple for Progress (P4P) – this must take place in the lesson immediately after marking has taken place.

- Poor presentation must be challenged

- Diagrams should be in pencil

- All dates and titles should be underlined

Marking codes

To support whole school literacy and to the following marking codes must be used to improve learners’ skills:

S Strength T Target

// New paragraph needed Sp Incorrect spelling*

Gr Grammatical error WW Wrong word

~ Unclear meaning Punctuation error

*Spelling corrections should target key words and specialist terminology, especially linked to numeracy and literacy

- incorrect spelling of key words should be challenged and specific feedback / correction given, this must include modelling of the correct word and then a pupil task e.g. re write key word / paragraph etc.











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