Written Feedback and Marking Policy

Rationale

Giving quality written feedback and setting learning targets are fundamental to a productive teacher / student dialogue within the learning process. They are intrinsic to improving student learning and performance.

The purpose of marking is: -

to ensure that students understand, or have understood, the task or coursework component
to acknowledge the effort made by the individual student
to improve self-esteem and to provide motivation for the individual student
to diagnose weaknesses and to set targets for improvement
to inform students and parents of progress in the subject
to help the teacher with evaluation and future planning
to provide feedback to enable students to redraft work.

In addition, constructive written feedback:

focuses on the learning objectives selectively
confirms that students are on the right track
stimulates the correction of errors or improvement of a piece of work
scaffolds or supports students’ next steps
provides opportunities for students to think things through for themselves
comments on progress over a number of attempts
avoiding comparisons with other students
provides students with the opportunities to respond

When giving written feedback, the teacher will take into account any individual’s disability and produce the feedback using the preferred means of communication of that student. All feedback should be differentiated to meet the needs of individuals.

Principles

students will be made aware of the criteria by which work is marked
teachers will mark work regularly and in accordance with College and Curriculum Area policies and Awarding Body requirements. A consistent approach will be applied
students will know, understand and be able to articulate what they have to do to improve in any curriculum area
the marking process will include learning targets that give students short, attainable steps as they attempt to improve their work. These may be oral, written, or a combination of both
learning targets will be monitored regularly.

Practice

· Marking will be constructive wherever possible, identifying students’ strengths, but also enabling them to see weaknesses and providing them with ways of improving their work.

· Teachers will mark work on a regular basis, although students may mark their own or others’ work where appropriate.

· Teachers will aim to mark homework as soon as possible, usually within two weeks, depending on the nature of the work and other workload commitments.

· Appropriate timescales will be given for the marking of coursework, allowing time when permissible for redrafting.

· For longer pieces of work, coursework and assignments, feedback will occur at regular intervals and not just when the work is finally submitted.

· Curriculum areas will decide which work will be formally marked - this will be marked promptly and feedback given before the next piece of work is handed in.

· Teachers will allow some time in lessons for individual discussion with students about progress and how to improve.

· Grades awarded for work will be applied consistently across the curriculum areas and will be related to external examination grades. Students and parents should understand that relationship.

· It is the responsibility of the Senior Curriculum Team Leader to ensure that all members of the curriculum areas are following the college policy, and to review this through discussion at curriculum area meetings.

· Individual curriculum areas should develop their own procedures to reflect the above principles and practice.

Responsibilities

The studentis responsible for ensuring that:

· work is handed in for marking on time and all homework is completed.

· he/she records targets given by teachers in the student planner.

· he/she takes on board the comments given by the teacher to improve his/her work.

· he/she looks back over previous written feedback when tackling new pieces of work.

The Subject Teacher is responsible for ensuring that:

· the college’s principles for assessment inform his/her practice.

· assessment for learning is an integral part of lesson planning and the learning process.

· students know the criteria for assessment and what is needed to progress.

· students’ work is marked according to the college’s Marking Policy.

· summative Assessment is undertaken, including interim assessments, estimated BTEC /GCSE / AS / A2 grades and other external accreditations.

· baseline assessment data is used to inform teaching and learning and to set targets

· a record of assessments is kept and is available for monitoring.

· information is communicated to form tutors about student progress and effort.

· up to date assessment information is available and presented at Parents Evenings.

· analysis of performance data is undertaken and used to inform practice.

The Curriculum Team Leaderis responsible for ensuring that:

· schemes of work integrate assessment opportunities and types of assessment to be used.

· Key assessments are completed within the six assessment periods.

· criteria for various forms of assessment are available.

· coherent systems for record-keeping are in place to ensure informed progression and continuity.

· students are regularly assessed in relation to national criteria and that this information is available to students.

· assessment criteria are standardised to ensure commonality of approach.

· moderation procedures take place between staff at regular intervals throughout the year.

· procedures for regular student target setting are in place.

· students’ work is marked according to the college’s Marking Policy.

· assessment and recording procedures enable teachers to respond to requests from other professionals and from parents for comments on the progress of individual students.

· up to date assessment information within the curriculum areas is available and presented at Parents Evenings.

· evidence of students' achievement is retained and stored as appropriate to the subject area.

· analysis of performance data is undertaken and used to inform practice.

The Tutoris responsible for ensuring that:

· the guidance programme is followed.

· the progress of individual students in the tutor group is monitored across their college subjects.

· students are assisted in recognising their own strengths and weaknesses by involving them in reviewing their progress.

· students are assisted in target setting.

· student action plans are developed on Progress Days and progress towards achieving them monitored.

· concerns about individual students are communicated to the relevant subject teachers and curriculum team leaders in liaison with the Division Tutor or Year Head.

· the Year Head is informed about students under-achieving in specific subjects.

· students maintain a collection of evidence of achievement using the Progress File.

· positive references to personal achievements, qualities and attitudes are used in the reporting practice.

· the quality of subject reports is monitored.

· where applicable and appropriate, communications take place directly with parents about their children's progress as recorded and reported by subject staff via grade collections and individual reports.

The Year Headis responsible for ensuring that:

· the tutor programme contributes towards the assessment, recording and reporting policy.

· the contribution of the tutors to assessment, recording and reporting is managed and monitored.

· information about under-achieving students is obtained from tutors and links with mentors are managed.

· issues from tutors relating to attainment in specific subjects are reported to curriculum team leaders and vice versa.

· an overview of student attainment in each year group is reported in conjunction with the assistant principal in charge of grade collections to the College Leadership Team. This will include comparisons with target grades and with previous years.

· the links between assessment, recording & reporting and extra-curricular activities are managed.

· reports and records of achievement are produced and returned on time and that the quality of tutor reports is monitored.

· the identification of students for achievement awards is managed.

· meetings with parents are managed and the tutors and division tutors are supported as appropriate.

Monitoring

· The Curriculum Team Leader will monitor teachers’ marking and written feedback through regular monitoring procedures such as work scrutiny, student interviews, checking of student planners and feedback from whole school reviews. Particular emphasis will take place after key assessment periods. Feedback will be given to teachers and support and monitoring will ensure any issues raised are acted upon.

· The College Leadership Team will monitor written feedback and marking through whole school review observations, student focus groups and work scrutiny. Feedback will be given to Curriculum Team Leaders. During line management meetings there will be a review on the findings by The Leadership Team and The Curriculum Team Leader and discussion on how issues are being tackled.

· Where standards continue to be unacceptable after support and further monitoring, The Principal will tackle the issue through the normal capability procedures.

Adopted by Governors: March 2008

Review: 2011