Marking Policy

 

Our Vision:

To ensure that every child receives the highest quality education that is their right engaging, in an environment that works hard to develop, support and care for all its members, with people that foster mutual respect and encouragement in accordance with Christian Values.

Rationale

Marking is an integral part of assessment. We aim to provide a system of marking that is consistent and continuous across each stage within our school. Marking will inform planning, be diagnostic and enhance children’s learning by ultimately offering guidance on how work can be improved. Marking allows for self-assessment where the child can recognise their difficulties and mistakes and encourage them to accept help/guidance from others. We aim to mark positively whenever possible to enhance self-esteem and confidence. Marking will also be used to inform parents, inspectors and other interested parties.

Effective marking should:

• Give feedback to children and to inform them of their achievements and the next steps in their learning
• Show work is valued
• Demonstrate appreciation of children’s effort
• Inform future planning and learning
• Evaluate and assess children’s learning
• Help parents to understand the strengths and areas to develop in their children’s work

Marking Procedures

Most work is marked using the following agreed procedure:

• Marking is in relation to shared learning objectives and the child’s targets.
• Tickled pink: where lesson objectives have been met, teachers highlight in pink. At the end of the work, positive feedback about the work is given next to a pink tick.
• Sky Blue: Areas for improvement are highlighted in blue. Further advice on areas for improvement and next steps are then given next to a blue arrow at the end of the work.
• Punctuation marking and comments by teachers are written in red.
• As far as possible, marking is done daily or when a piece of work is completed
• At times, verbal feedback can be highly valuable. When this is done, a V should be marked in the book by the teacher to indicate this method of feedback.

• There may be times when a pupil marks their own work, such as after a timetables test or spelling test. A simple tick in red by the teacher is used to acknowledge this.

The following annotations are used by teachers when marking:

PP Punctuation Police
C Capital letter
C Incorrect use of capital letter
. , ‘ ! ? “” : ; Missing punctuation marks
* Pupil indication of target
T Target achieved
V Verbal feedback given
Sp and underlined word Spelling error
~~~~ Check for sense
Children’s Marking and Responses

Children are to take an active part in the marking of their work. They are encouraged to evaluate their own work before marking, taking into consideration the shared learning objectives and any previously individually set targets in their books. This includes using a RAG (Red, Amber, Green) assessment at the end of each piece of work to indicate how well they believe they have achieved their learning objectives, but may also involve strategies such as ‘thumbs up, thumbs down’ within a lesson.

It is also important that children are given time to reflect and respond to marking within the timetable, to ensure learning. Any responses or corrections by children will be completed in green.
Peer and self-assessment
At times, children will be encouraged to peer or self-assess their work using the same ‘tickled pink’ and ‘sky blue’ assessment methods. This could be done orally or in written form (with children using coloured pencils rather than highlighters) and forms an important part of the learning process.