THE NEVILLE LOVETT COMMUNITY SCHOOL
MARKING POLICY PRINCIPLES The marking of individual pieces of work informs formal assessment, which in turn informs reporting. It is considered of great importance that pupils, parents and staff have confidence in the process. What is written on a piece of work is formative. A pattern of marking should be established across each Key Stage, which will support and indicate progress towards the achievement of Attainment Targets or GCSE criteria. It will contribute towards departmental record keeping. Thus, teaching staff and parents will have available to them (at any point in time), a general view of an individual’s progress within the context of a particular course of study. PROCESS PRACTICAL CONSIDERATIONS It is recognised that high quality marking requires a major investment of teacher time. Departments must therefore make their own decisions about frequency, and establish a balance between in depth marking and quick, criterion referenced marking. Work should be marked within a time scale likely to enhance the value of the feedback to the pupil. Departments will need to consider the relative benefits of immediate feedback in relation to long term motivation. Departments may decide that certain practices have to change as pupils progress from year to year. If this is the case then pupils must be informed. Marking will almost always be in red although practice with regard to coursework, or work in draft form, may require an alternative. Care should be taken to ensure that the appearance of a piece of work is not totally devalued as a result of marking. WRITTEN COMMENTS Written comments by the teacher are the most important aspects of marking. In general comments should respond to ideas, evaluate and attempt to set the direction of future work. /mnt/conversion/splitting/100913103211-a13c530a85834c6ca0f2eeee04eae125.file 1
Comments on presentation should normally be secondary to those concerned with concepts, skills or knowledge. Comments should include advice indicating how pupils might improve their performance. Each major piece of work will be annotated with comments, the most important aspects of the marking process. All staff are advised to monitor and encourage the practice of reading comments. References to attitude and effort should be made in ways appropriate to the department. Effort is best rewarded by individualised comment. GRADES KEY STAGE 3 Grades should be awarded on an A to E scale. Grades are awarded as a result of professional judgements taking into consideration: the context of the piece of work, the objectives of the piece and the desire to reward honest endeavour. Grade criteria should be consistent throughout a department, clearly presented in documentation and understood by pupils and others. The following standard notation is offered as a guide. Departments which choose to write their own subject specific grade definitions should do so within the spirit of the model. ♦ A – Excellent in all aspects. ♦ B – Good, an encouraging standard. ♦ C – Satisfactory, but there is room for improvement. ♦ D – Of a basic standard, some consistent errors. ♦ E – Well below the expected standard. It may be applicable to use a + or – notation to extend the five grade range. Pupils should be informed about the context of their grades for particular pieces of work. There will be occasions when work is marked across a year group or within a set. NATIONAL CURRICULUM LEVELS In some departments the process of National Curriculum assessment will mean that periodic annotation against specific National Curriculum Attainment Targets is necessary and desirable. When such a piece of work is set and then marked with a National Curriculum Level, the context should be fully discussed with pupils.
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KEY STAGE 4 Grades should be awarded on an A-G scale relating to subject criteria of examination syllabuses. Consideration should be given to the context of the piece being marked and the point reached in the particular GCSE course. “U” for ungraded may be used if appropriate. It is the responsibility of the Head of Department to ensure consistency within the department. THE RECOMMENDED MODEL Grade – based on the context objectives of the exercise and the desire to reward honest endeavour. Comment – including observations about effort and direction for improvement. N.C. – annotated where applicable. PURPOSES It is important for departments to clarify for themselves, their purpose when marking work. The need for consistency within a department is of vital importance. 1.
SCHOOL
The school requires that marking takes place in order to provide a record of the progress of individual pupils and to meet certain statutory requirements of the National Curriculum and examination boards. 2.
PARENTS
Marking should provide parents with quick and accessible information about their child’s progress. It should provide reassurance that work is regularly seen and evaluated. 3.
TEACHERS
Teachers should mark in order to highlight pupils’ strengths and weaknesses and therefore assist in the planning of future work (either for individuals or groups). Teachers may also mark to ensure that work has been understood, or simply to ensure that it has been done! Marking may indicate attainment in terms of NC criteria and record achievement of NC targets – marks may provide some of the evidence required at moderation. Teachers should always be aware of the potential effect on the recipient. Marking should be constructive and objective.
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4.
PUPILS
Pupils’ perceptions of the purposes of marking will vary enormously. What they gain will also vary according to the type of work being marked and the teacher’s reason for marking. At the very least, marking should provide specific feedback on a particular piece of work. Effort, and underachievement, should be recognised and errors corrected. Marking should also serve to clear up misunderstandings, highlight omissions and show how work can be improved. Good work habits can be checked, original ideas recognised and theories challenged. EXPECTATIONS (Refer also to Homework Policy) All departments should encourage pupils to “proof read” written work before it is handed in to be marked. This should be understood as a basic expectation of classwork and homework alike. All work submitted should be named and dated. Presentation is important. Pupils should be referred to the rules for presentation published in their diaries. Pupils should accept that substandard work will be returned unmarked with an instruction to rewrite immediately. Work of a consistently high standard should be rewarded through the school’s commendation procedure.
Signed: …………………………………………………………….. Mrs E Webb, Chairman of Governors Date: …………………..
Revised: February 2007
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