Marking and Feedback
‘Marking should serve a single purpose – to advance pupil progress and outcomes. Teachers should be clear about what they are trying to achieve and the best way of achieving it’. (Eliminating unnecessary workload around marking, 2016)
In the 2016 report from the Independent Teacher Workload Review Group it was noted that written marking has become unnecessarily burdensome for teachers. Recommendations were given for marking to ‘be driven by professional judgement and to be “meaningful, manageable and motivating’ for students (EEF, Marking review, 2016).
Consistent marking and feedback across our school is important; at AGFS this comes from the high standards our teachers have in regards to progress in lessons, and the direct impact feedback has on our students outcomes. Practice may vary from department to department, but all departmental policies encompass the six feedback standards as detailed below. These shared expectations of marking and feedback help teachers in our school to be clear about what is required of them whilst Heads of Departments are able to shape the standards to suit their own subject, ensuring feedback makes the maximum impact and is meaningful, manageable and motivating.
The AGFS feedback standards are:
- Pupils will receive individual and/or group verbal feedback almost every single lesson – we will not direct that this be evidenced with gimmicks like a ‘verbal feedback stamp’ or sticker.
- In all written subjects at KS3 and all GCSE subjects at KS4, pupils will receive group or individual written feedback typically once every 5-6 lessons but this may vary depending on whether the teacher has made a professional judgement to prioritise alternative forms of feedback. In subjects where work is not evidenced in books and often more practical in nature, individual written feedback is typically received by pupils every term in the form of a formative assessment. Evidence of students responding to teacher feedback is often identified in books by the use of a yellow highlighted box and blue pen when appropriate, but this is not mandated to allow for feedback to be responded to by pupils verbally or via practical demonstration.
- On-going feedback will be given in response to the presentation of students’ work. This could be given in written or verbal form. Students will have a clear understanding of what good presentation looks like in each of their subjects and will be rewarded or sanctioned accordingly for the presentation of their work. Department guidelines will include correct use of colour pen, underlining titles and dates and sticking worksheets into exercise books.
- Termly assessments form part of the feedback cycle for all subjects in all year groups and will normally be kept in or with the books/folders and should be consideration as part of any feedback review alongside other regular forms of feedback outlined on page 1 of this document.
- Pupils will typically be able to understand, appreciate and articulate how feedback is given in each subject – specifically, pupils must understand that feedback does not simply come in written form. Any feedback review will use conversations with pupils as a primary source of evidence.
- Literacy errors are addressed in a variety of ways where appropriate. This does not mean teachers will correct every single spelling error – rather they will address common spelling misconceptions and key terminology in a variety of ways.