Marking Policy & Practice

Marking Policy & Practice

1.  Marking for learning 

1.1   The main purpose of marking any student’s work is to improve their learning.  This policy sets out how this can be done in a consistent and tangible way. 

1.2   Key principles 

  • This marking policy applies to all Key Stages.
  • All work should be marked in one of two ways:

‘acknowledged’; or ‘focused’.

  • All work (whether ‘acknowledged’ or ‘focused’) should be marked for literacy.
  • All work should be marked for factual accuracy.
  • All marking should be done in green ink.
  • National Curriculum levels (1-8) and letter grades for KS4 and post-16 should be written on the work at times when the teacher feels pupils have secured that particular level/grade; with an explanation of what has been achieved and what needs to be done to achieve the next level/grade. This should be done using the J T symbols.
  • Where the teacher deems appropriate, poorly presented work or pages that are not used should be commented upon by the teacher.
  • Vivos should be used to reward excellent effort or achievement using the ‘V’ symbol. 

1.3   ‘Acknowledged’ Marking 

Pieces of work that are brief, or form part of the build up to a more substantial piece of work should be acknowledged by the teachers’ initials and the date when it was seen. Factual errors should be corrected. 

The pieces should be marked according to the Literacy Marking guidance – see below.   Key words/subject specific words that are incorrectly spelt should be marked Sp.   The students should write them out correctly 3 times near to the teachers’ initials. Teachers should then check that students spell these words correctly in subsequent work. 

1.4   ‘Focused’ Marking 

1.4.1   ‘Focused’ marking is detailed marking because it is formative.  For Core Subjects and KS5 (with more teaching time) this will mean at least three pieces of work each half term.  For the Foundation Subjects this will mean at least two pieces of work each half term. 

1.4.2   For selected pieces of work teachers should: 

  • Highlight, using a ü, places where the pupil has written the best aspects against the learning outcomes. 
  • Indicate where some improvements can be made in relation to the learning outcomes/ success criteria. 
  • Use the J and T symbols to indicate comments that only relate to the learning outcomes/success criteria for that specific piece of learning.  The comments should focus on examples of where the success criteria have been met by the student and guidance on how to improve.  This implies that the learning outcomes/success criteria must be shared with students before they start the piece of work.
       Return the books promptly and give the students time to:

  1. Look carefully at the learning outcomes/success criteria to remind them of what they were learning.
  2. Read and act on the teacher’s comments to make an improvement. This should be completed in RED pen. 
    • Mark for literacy – see below.
    • Correct factual errors.
    • Using the J and T symbols to indicate the level/grade achieved and offer clear guidance on how the work could be improved and could therefore gain a higher level/grade. 

1.4.3 Best Assessed Work: 

  • Termly, each faculty/department will highlight a piece of work to be completed as ‘best assessed’ work.
  • This work will be marked following the ‘focused’ mark guidelines.
  • Students will be given the opportunity to redraft work or sections of work in response to teacher comments.
  • Time should be made within lessons to allow for this redrafting to take place.
  • Original and redrafted work should be stored in student ‘best assessed work’ folders.
  • Best Assessed work can form one example of focused marking.
  • All work should be written with the exception of KS3 PE and Art at both key stages. 

1.5 Peer/Self Assessment: 

  • Peer and self assessment should be used in addition to teacher assessment where appropriate as indicated in schemes of learning.

 1.6 Verbal Feedback:

  • Teachers should use the ‘verbal feedback’ comment/stamp to indicate where this has taken place.
  • Students should summarise the feedback immediately in their own words
 2.  Useful prompts and comments

 2.1   A reminder prompt – this is useful for all abilities but particularly for the higher attaining pupil. It simply reminds the pupil of what could be improved.

            E.g.    “Say more about why the fire spread quickly,”

“Explain why it doesn’t react with water,”

“Explain why this does not help find the area,”

 2.2  A scaffolded promptparticularly useful for pupils who need more support.

This can be a question                            

  • E.g.      “Can you give a further reason for the chemical reaction you got?”
        This can be a directive
  • E.g.      “You need to say whether you think you’ll always get these results,”
        This can be an unfinished sentence
  • E.g.      “Romeo felt like this because…. (finish this sentence)

 2.3   An example prompt – particularly useful for pupils who need more support.

E.g.      “The man was really angry.”

 “The tall man was really angry.” I have added an adjective to provide     more details. Now you have a go and write the sentence but add two different adjectives.

 3.  Reporting levels or grades to pupils at Key Stages 3 and 4 and Post-16:   Summative assessment

3.1   When pupils are receiving levels for the key assessed pieces it’s important that they are reported in a way that puts them in the context of the pupil’s targets.

 E.g. J Well done, you have achieved a grade D for this essay because you have shown that you are able to explain several reasons clearly.

 T: You are on track to reach your target of a C if you can more consistently explain your thinking step by step.”

3.  Marking for Literacy

All teachers should use these codes

 ü This is where you have achieved the learning outcomes/success criteria.
 XX Factual inaccuracy
 Sp Incorrect spelling
 // New paragraph
WW Wrong word
 ? Confusing
 P A problem with punctuation/grammar
 V Vivos awarded

The above symbols should be used for “focused” marking. However, Sp should be used where possible for at least 3 key words which are incorrectly spelt in any piece of work. If additional words are misspelt, the teacher should also aim to correct these. Professional judgement should be used to identify which incorrect spellings should be rewritten correctly. Students should write out the correct spelling 3 times at the end of the piece of work after the teacher’s comments or initials. Similarly, XX should be used for all factual inaccuracies and these should be corrected.