Marking and Feedback Summary for Parents
The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor.' Dylan William
Marking and feedback summary for parents/carers:
Our marking and feedback policy is fundamentally linked to our vision as a school and our commitment to ensuring that all children are equipped with the right type of learning behaviours, i.e. effort, focus, independence, perseverance and resilience. These behaviours ensure that learning is secured and extended in equal measure.
The marking and feedback policy aims to:
- Celebrate success i.e. praising effort and progress in learning
- Identify room for growth and development, i.e. what is the next step to securing, embedding and extending learning?
- Address misconceptions or gaps in learning, i.e. how can the children learn from their mistakes?
- Allow the children to identify their own and others' mistakes and work to confidently edit and improve their own and others' work.
- Ensure the time spent marking has maximum impact on learning.
Ultimately, the policy seeks to empower our children on their learning journey and inform our view of children’s progress.
We hope this brief overview supports your understanding as to how we monitor the day to day progress of the children. We also hope that you take advantage of both the opportunity to look at your child’s books at the parent/carer view meetings or attend specific parent/carer events held throughout the year so you can see the children’s books in more depth. Our children are also great advocates in explaining the policy, and, crucially how this supports their learning journey. If you would like a copy of the marking and feedback policy please do not hesitate to contact the school office.
There are five different ways in which we respond to the children's work through marking and feedback - we call this our Feedback 5 (See left). If you would like more information about how this works - please contact the school office. Teachers mark all work in purple pen and use green and orange highlighters to allow children to see areas that are really good and parts of their work which need some more work. The children have green pens that they use to respond to marking – they may be correcting something, extending their thinking or rewriting a sentence/paragraph. We also use traffic light stamps which assess the children’s understanding against the sessions learning challenge.