Written Feedback for Learning. When assessing and feeding back the following should be evident in the written comment: Literacy Specific Feedback Teacher implementation of literacy strategies and marking code in written feedback.
Celebration and recognition of student achievement through written feedback. Teacher’s ability to provide personalised written feedback to identify successes in students’ work.
Written comment on work completed to support the formal assessment process. Clarity of teacher written feedback that draws on the skills being mastered during the learning journey that will be applied during the formative and summative assessments
Use of assessment criteria within written feedback of Formative and Summative Assessments Clarity of written feedback provided during formal assessments. Reference to
Outstanding (1) A
Good (2) B
Satisfactory (3) C
Inadequate (4) D
As part of the written feedback there is a well -judged focus on the literacy needs of the student. The teacher’s comments are personalised and tailored to meet those needs. The Academy marking code is adhered to effectively and the written feedback is communicated in an engaging and enthusiastic manner. This includes examples of how to apply grammatical rules, punctuation and segment spellings into phonemes thus offering the student additional clarity on the highlighted literacy skill. As a result students are fully aware of their own literacy needs and act upon them in future work. When successfully achieved the teacher highlights and celebrates this in subsequent marking. The teacher’s written comments enable students to master the spelling of new words, structure their writing correctly and use a wide and varied vocabulary. Ultimately this literacy specific progress enables students to have a deeper more sophisticated understanding of the subject.
Written feedback includes personalised comments that address the literacy needs of individual students. The Academy marking code and corresponding written comments are evident in the students’ books. Comments attempt to enhance literacy skills as well as subject specific skills. The feedback is positively communicated and it is evident that students have read the written comments as they have attempted to implement newly learned literacy skills in later work. In subsequent marking the teacher identifies improvements in the students’ application of the highlighted literacy skills. Spellings, grammatical knowledge and extension of vocabulary are evident as part of the learning journey, Marking of this nature aids the development of literacy skills and, as a result, also heightens understanding of the subject.
There is little or no evidence of the teacher identifying the literacy needs of students. The Academy marking code is used sporadically and as a result does not have the desired outcome. There are no developmental comments relating to literacy need and as a result the students are unable to identify how to improve. The students’ books demonstrate no improvement of spelling, grammatical knowledge or widening of vocabulary. The lack of focus on literacy confirms it is not an inherent part of the learning journey and therefore limits understanding of the subject.
The teacher confidently and accurately identifies successes in students’ work. The feedback is highly personalised and takes into account the progress made by the individual during the learning journey. This highly personalised approach ensures students are encouraged and motivated to make continual improvements. Tone and language consistently communicates exceptionally high aspirations and an absolute confidence in the students achieving these standards. Clear and insightful recognition of achievements supports a climate of success and builds a picture of the student’s individual strengths. There is clear evidence that students are motivated to respond to targets and as a result continue to make significant progress.
There is evidence of a systematic, structured approach to marking. There is a clear sense of a personalised dialogue. The tone and language of the written feedback communicates high expectations and frequently comments enable students to achieve these. Marking recognises achievements and demonstrates an insight into the specific challenges faced by individuals. Students demonstrate a commitment to their work.
There is some evidence that the students’ literacy needs are being addressed through marking. The Academy marking code is used however it tends to be applied in isolation with limited developmental comment to aid understanding. Feedback tends to be dispassionate and generalised. As a result students find it difficult to engage with the comment and do not always use it as a tool to develop literacy skills. There is evidence of some improvement however this is not noted by the teacher when the newly learned skill is applied correctly. The teacher’s written comments enable some literacy progress. There is some evidence of a personalised dialogue however marking is predominantly generic. Marking links to high expectations but this is not supported by the tone or language used. There is some recognition of student’s achievements however this does take into account where the students have come from. As a result there is limited evidence of student motivation and engagement in following work.
Reference is made to the learning aims and expectations of the particular learning journey. Targets and language used clearly define the individual student’s progress on this journey. Students are aware of their own successes and areas for development. They understand what is expected and how to make their next step. Students are engaged in their own targets and show progress in their learning. It is clear that the student is able to apply the feedback provided in the last piece of work in the next piece of work.
There is evidence of a dialogue linked to learning aims and expectations but this is not always specific to student’s individual needs. Targets and language are not consistent enough to build a clear sense of a learning journey and where students are on this journey. Students show some awareness of their strengths and areas for development but not consistently. Students are not always clear on how to make the next step.
There is little evidence of a dialogue linked to learning aims and expectations. Where this is present it shows limited understanding of the individual student’s needs. Some direction is communicated at times but this is sporadic and lacks enough clarity to create a sense of journey in the students learning. Students show little understanding of their strengths and areas for development. Students show little engagement in the process of making the next step.
Language used is generic and does not link to learning aims and expectations. There seems little or no understanding of individual student’s needs. Marking is sporadic and fails to identify any common themes or create any sense of a learning journey. Students show little direction in their own work and there is little evidence of targets moving them forward. Students seem unaware of their own learning journey.
All students’ written work shows evidence of effective formative marking that enables them to confidently know the current level they are working at and how they improve. The teacher expertly translates the assessment criteria for the ability range and next steps are clear, concise and achievable - defined by the assessment criteria. Next steps are achievable with attainment against them clearly defined. The teacher takes the time to model examples to offer additional clarity.
All work is marked and as a result most students know how well they are doing and how to improve their work. There is evidence that comments attached to formative assessments enable progress. Targets are specific and differentiated effectively for each individual student.
All students’ work is marked and some students are aware of the overall quality of what they have done and how to improve during the formative assessments.
Students’ work is infrequently marked. Where targets are set they are too easy, too hard or too general and the marking does little to help students to improve. There is evidence of vague assessment comments such as ’good’ ‘need to improve’ without diagnostic content.
The comments are acted upon by most students and progress is evident in the summative
There is some evidence that comments are acted upon to help some students to improve. Marking of the summative
There is a sporadic, unpersonalised approach to marking, minimal or generic comments are apparent. High expectations are not communicated through the marking. There is limited evidence of recognition of student’s achievement. Students do not respond to marking and as a result progress is below the expected rate of progress.
Mistakes are frequently unchecked or ignored. There
assessment criteria during written evaluation.
Presentation Teacher expectation regarding the organisation and display of students’ work through written comment.
There is strong evidence that feedback is acted upon in the summative assessment enabling exceptional progress. Students are always encouraged to respond to the targets. Final comments include a grade and a formal comment clearly justifying this grade. This comment will link to assessment completed prior to the summative assessment.
assessment. Marking of the summative assessment includes a grade and a formal comment clearly justifying this grade. This comment will link to assessments completed prior to the summative assessment.
assessment includes a grade and a formal comment clearly justifying this grade. This comment may not necessarily link to assessments completed prior to the summative assessment.
is no link between target setting and students improving.
It is evident that the teacher and students are involved in outstanding teaching and learning experiences because the book is highly organised, conscientiously presented and there is a continual pride in the work produced. Concerns regarding presentation are addressed with clear, positive expectations of how the student can improve and are followed up where necessary. High expectations regarding the organisation and presentation of work are clearly established and maintained through written feedback.
A title and date are evident where a new section of the learning journey is undertaken. Students clearly enjoy the teaching and learning experience and their book is a reflection of this. Work is presented in an orderly fashion and it is evident students are keen to sustain this approach to their studies. Presentation is drawn on in written feedback and followed up where the desired expectation is not reached. The emphasis on the importance of presentation is clear from the feedback provided.
The use of a title and date to introduce the opening of a learning journey is not always apparent. Similarly the presentation of written work is inconsistent with the expectations unclear. Work is often incomplete and not revisited. Presentation is at times mentioned, in written feedback, however not always enough to have impact. Students do not consistently take care over their work with little or no improvement following marking.
There is little or no evidence of a structured approach to learning. Dates and titles are infrequently applied to work. Work is often incomplete with no follow up in terms of feedback or expectations. There is little or no reference to the presentation of work within marking. Where there is it tokenistic with no evidence of improvements or follow up. Work is disorderly and chaotic- a reflection of the learners’ experience.