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Layston C of E First School Assessment Presentation and Marking - PDF document

Oct 30, 2022 •746 likes •853 views

Layston C of E First School Assessment Presentation and Marking Policy Reviewed Nov 2016 update Sept 2017 & Feb 2018 Review due Nov 2018 Layston School Assessment Presentation and Marking Policy Nov 16 Policy Review

  1. Layston C of E First School Assessment Presentation and Marking Policy Reviewed Nov 2016 update Sept 2017 & Feb 2018 Review due Nov 2018 Layston School Assessment Presentation and Marking Policy Nov 16

  2. Policy Review This policy will be reviewed in full by the Governing Body bi-annually. The policy was last reviewed and agreed by the Governing Body on 14.11.16. It is due for review in Autumn Term 2018 (up to 2 years from the above date) by the Governing Body. Sig nature …… M B loomfield ……………………… Date … 14.11.16. ………………… Head Teacher Signature … C. Tallis …………………….………. Date …. 14.11.16. ………………… Chair of Governors Layston School Assessment Presentation and Marking Policy Nov 16

  3. Policy Statement At Layston First School we believe it is important to instil a sense of pride in the children, which in turn should be reflected in the presentation of their work. We believe that by setting the children high expectations it will encourage them to work towards self-improvement and reach their potential in standards of achievement. At Lays ton First School we also believe that all children’s work should be marked to inform children of their achievements as well as providing them with targets to facilitate their future progress. We aim to;  Always make children aware of the focus aspect of each piece of work, ensuring that marking comments and feedback relate to this focus, which will be derived from the key objectives of the lesson.  Set high standards of expectation from the children in the presentation of their work.  Instil in the children a sense of pride in their work by making explicit, acceptable standards of presentation in their work.  Help children to realise that presentation is not more important than the content of their work, but that it is an important aspect of their work.  Offer the children through both oral and written comments, a caring, supportive atmosphere within which they can be guided to improving their presentation and reach their full potential.  Provide children with constructive written feedback through the marking of their work  Set individual targets in relation to each child’s ability.  Embed the principles of Assessment for Learning throughout the curriculum to inform teaching and learning.. In order to have progression and continuity in the presentation of work it is essential there is a mutually developed policy. Therefore the following guidelines have been compiled in order to support the children in the presentation of their work at our school. Layston School Assessment Presentation and Marking Policy Nov 16

  4. General guidelines  Teachers should write pupils’ names and subject title on the book cover or stick on a label  Doodling is not permitted in or on exercise books  Pupils should be discouraged from writing with a blunt pencil  All books to have covers Guidelines for presentation of children’s work . Page Layout ( when child is drafting) DATE LEAVE A LINE WALT……………………….. Pink or green dot = child self assesses at end of task underneath WALT using a pink or green dot Teacher highlights WALT in pink if achieved or green if not A GREY Dot = not sure if achieved/partially achieved Alternatively teachers provide WALT labels for the children which are stuck at top ( sometimes bottom) of page Y1- short date only Y2 and KS2- short date maths /long date literacy KS2 - Date and WALT underlined Guidelines for the marking of children’s work. Layston School Assessment Presentation and Marking Policy Nov 16

  5. - We use the WALT acronym (We Are Learning To) for each lesson as the basis of both verbal feedback and for marking work. We always mark against the WALT criteria (i.e. the Learning Objective or LO) using Tips for Success (TfS) to support. SEE MARKING SYMBOLS SHEET. - We give children verbal feedback on their work whenever possible. We usually do this when the children are working during the lesson although we sometimes give feedback on a particular lesson at the beginning of the next one. Verbal Feedback is evidenced with a VF stamp or hand drawn VF. - We regularly mark pieces of work using highlighters ( tickled pink) for areas where the success criteria has been achieved and a green for an area for growth and development ( green for growth ). When marking in this way we highlight areas in pink which show where the child has achieved the success criteria and an area in green to show a place where they could improve their work. Our feedback comments are in pink or green ink. We then add a prompt at the end of the work to help the child to improve. These prompts can be of 3 types: - Reminder prompt: For example: ‘Say why this happened’ - Scaffold prompt: For example: ‘What kind of monster was he? Change the word bad and use a more scary word’. - Example prompt: For example: ‘Choose one of these words instead of bad – ferocious, terrifying or evil’. - We allow time during the school week for the children to absorb any comments written on their work. We do this to ensure that the time that our teachers spend marking really has an impact on the children’s work. o Self and peer marking/ Collaborative improvement: We encourage children to make comments about their own work and the work of fellow pupils in relation to the success criteria generated for the lesson. This feedback is most often verbal feedback. Occasionally a child self marks another’s work but this is always with oversight of the teacher. Layston School Assessment Presentation and Marking Policy Nov 16

  6. o The children may use coloured pens to improve or correct their work following teacher feedback or mini plenaries. o All staff model the school’s handwriting policy in their written feedback to children. All of the work that the children produce must be marked in a consistent way throughout the school so that children are very clear about our expectations of them. Children must be made aware of the purpose of each task and focus for marking. Our system of marking has been agreed with all staff to ensure that quality marking and verbal and written feedback is given to children in a meaningful way for them to understand. Clear symbols have been agreed which include pictorial representations for KS1 and Early Years children (Appendix 1) Higher Attaining (HA) Children We use the following characteristics of learning to identify and evidence children who are HA. -Uses a rich vocabulary -Asks interesting and unusual questions -Makes keen observations and uses their imagination to generate creative working solutions -Works collaboratively showing compassion and moral sensitivity Guidelines for the assessment of children’s work. In line with the Final Report of the Commission on Assessment without Levels September 2015 Layston school endorses the following: ‘The overriding principle of good assessment is that it should be clearly tied to its intended purpose. There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; in- Layston School Assessment Presentation and Marking Policy Nov 16

  7. school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account. Good formative assessment ranges from the probing question put to a pupil as they think something through; quick recap questions at the opening of a lesson; scrutiny of the natural work of pupils; right through to formal tests’. (Assessment without Levels Sept 2015) There are three broad overarching forms of assessment, each with its own purposes Day-to-day in-school formative assessment, for example: • Question and answer during class • Marking of pupils’ work • Observational assessment • Regular short re-cap quizzes • Scanning work for pupil attainment and development In-school summative assessment, for example: • Monthly writes • Short end of topic or unit tests • Reviews for pupils with SEN and disabilities including individualised intervention outcomes and liason with outside agencies such as Speech and Language and the Specific Learning Disabilities Base and Educational psychologists. Nationally standardised summative assessment, for example: • Phonics screening test at end of Year 1 • National Curriculum teacher assessments at the end of Key Stage 1 We use a range of formative and summative assessment across the school that is age and stage appropriate and meets statutory requirements. See DfE for Statutory assessment arrangements. Staff receive regular CPD to support enhanced understanding of assessment protocols. Assessment without levels has given us the opportunity to develop approaches to assessment that focus on teaching and learning and are tailored to the curriculum followed by the school. As with all policies, we engage with pupils parents and governors for their input or views. At Layston we affirm Layston School Assessment Presentation and Marking Policy Nov 16

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