Tudor Grange Academies Trust
Tudor Grange Academy Worcester Bilford Road Worcester WR3 8HN Tel: 01905 454627 Fax: 01905 459617
Tudor Grange Academy Solihull Dingle Lane Solihull B91 3PD Tel: 0121 705 5100 Fax: 01217038226
Tudor Grange Academy Redditch Woodrow Drive Redditch B98 7UH Tel: 01527 523088 Fax: 01527 514245
Assessment, Marking and Feedback
It is expected that individual departments will provide specific examples and guidance within their departmental handbooks; this policy outlines basic, minimum expectations. The principal purpose of marking and feedback is to orientate the teacher and learner so that they are able to plan appropriate next steps in the learning journey. Marking and feedback therefore diagnoses what is secure and confident and what can be realistically tackled as a next step in reaching the learning goal. Marking and feedback will always be more secure when it is supported by high quality long and medium term planning. It is an expectation that teachers within the Tudor Grange Academies Trust will be secure in their knowledge of schemes of work which have been planned carefully to support learners within a curriculum year that is part of their educational journey to their next key stage. Schemes of work should clearly define formative and summative assessments which are common to all learners. For every learner in their care, outstanding teachers are able to articulate what is secure, what their next key learning should be and the means by which they will be able to secure this. Their planning and marking reveals this precise knowledge of each student and therefore facilitates outstanding progress. A minimum expectation for all teachers within the Trust is outlined below. Subjects with more than 2 hours contact per week: Within one half term it is expected that each student will undertake a minimum of two formative assessments and one summative assessment; all of these activities should be marked in detail. Therefore it is expected that there will be a minimum of three extended pieces of feedback and marking in one half term to include: a diagnostic comment which clearly outlines what is secure for the learner a minimum of one target outlining the next key aspect(s) of their learning to be secured guidance/ clarification of next learning and tasks to be undertaken to secure this and room for the student to respond to this
Subjects with 2 hours or less contact per week: Within one half term it is expected that each student will undertake a minimum of one formative assessment and one summative assessment; all of these activities should be marked in detail. Therefore it is expected that there will be a minimum of two extended pieces of feedback and marking in one half term to include: a diagnostic comment which clearly outlines what is secure for the learner a minimum of one target outlining the next key aspect(s) of their learning to be secured guidance/ clarification of next learning and tasks to be undertaken to secure this and room for the student to respond to this
All marking should be designed to improve the quality and accuracy of work and so should maintain a focus on spelling and grammar. Marking annotations below should be used for marking books. The guidance below is the minimum level of marking expected, individual schools may provide more detailed guidance on this aspect of marking.
Sp plus a circle Spelling error
P
Punctuation error Insert correct punctuation or amend highlighted punctuation.
C
Capital letter error A capital or lower case letter is used incorrectly.
Gr
Grammatical error The sentence is not clear and does not make complete sense.
//
New paragraph needed
Presentation point
端端
Spelling or vocab acknowledgement Use to indicate: A sophisticated word used accurately
Further guidance, support and examples of outstanding marking can be found in supporting TGAT documents.