What is the purpose of Marking and Feedback?
For teachers, the purpose of marking and feedback is:
To asses and record student progress.
To enable purposeful planning to take students forward in their learning.
To recognise and reward pupil strengths and give feedback on areas for improvement.
To check student’s understanding and correct misconceptions.
To inform interventions to improve progress.
To reinforce student’s love of and respect for learning.
For students, the purpose of marking and feedback is:
To recognise and celebrate application, resilience and progress.
To ensure that students understand why they are at a particular level or grade.
To let the students know what they need to do to improve.
To facilitate an opportunity for the students to review previous targets.
To give pupils the opportunity reflect on their learning to improve. (DIRT)
Research on the impact of making and feedback
These are the key findings from the Education Endowment Foundation who have recently carried out a review of the evidence of written marking (full report here);
For teachers, the purpose of marking and feedback is:
To asses and record student progress.
To enable purposeful planning to take students forward in their learning.
To recognise and reward pupil strengths and give feedback on areas for improvement.
To check student’s understanding and correct misconceptions.
To inform interventions to improve progress.
To reinforce student’s love of and respect for learning.
For students, the purpose of marking and feedback is:
To recognise and celebrate application, resilience and progress.
To ensure that students understand why they are at a particular level or grade.
To let the students know what they need to do to improve.
To facilitate an opportunity for the students to review previous targets.
To give pupils the opportunity reflect on their learning to improve. (DIRT)
Research on the impact of making and feedback
These are the key findings from the Education Endowment Foundation who have recently carried out a review of the evidence of written marking (full report here);
- Careless mistakes should be marked differently to errors resulting from misunderstanding. The latter may be best addressed by providing hints or questions which lead pupils to underlying principles; the former by simply marking the mistake as incorrect, without giving the right answer
- Awarding grades for every piece of work may reduce the impact of marking, particularly if pupils become preoccupied with grades at the expense of a consideration of teachers’ formative comments
- The use of targets to make marking as specific and actionable as possible is likely to increase pupil progress
- Pupils are unlikely to benefit from marking unless some time is set aside to enable pupils to consider and respond to marking
- Some forms of marking, including acknowledgement marking, are unlikely to enhance pupil progress. A mantra might be that schools should mark less in terms of the number of pieces of work marked, but mark better.
Directed Improvement and Feedback slide Presentation Guidelines
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Marking Policy
General principles: Each department will have a statement in the front of all exercise books detailing how work will be assessed, what will be taught and how often it will be marked based on the following principles:
Marking:
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