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ETONBURY
MIDDLE SCHOOL
Marking Policy
Rationale
To ensure that all pupils
receive a positive, constructive and easily understood response to their work
which will improve their learning and inform future planning.
Principles
- Marking of all pupils’
work should be regular and frequent.
- Marking procedures and
marking standards should be applied consistently within each department.
- Subject co-ordinators
will monitor the marking of pupils’ work within their subject area.
- Marking of all pupils’
work should be constructive.
- Pupils should be
informed of the marking criteria in order to understand the meaning of the
feedback that they receive.
Marking
Guidelines
- All staff must follow
the agreed school and departmental procedures in their marking of pupils’
work.
- Teacher comments should
be written at the bottom of the piece of work or in the margin. Comments may
act as a prompt to encourage the pupil to think about the piece of work and
how to improve it; to be initialled by the pupil once read.
- Marking may be focussed
on a specific area of work which should be made clear to pupils.
- “Skim” marking may be
used where work has been copied from the board or a text. Such tasks will be
ticked to acknowledge that the teacher has looked at it. This may result in a
comment which is not subject specific.
- Marking should be in a
different colour to that used by the pupil.
- Peer and
self-assessment can be used.
- At times feedback may
be verbal to the whole group rather than a comment written on an individual
piece of work. (This should be recorded for future reference / planning.)
- No more that five
spelling errors for each piece of work should be corrected by the teacher. The
word should be written correctly by the teacher either in the margin or at the
bottom of the piece of work. Pupils should write out each one three times.
- Capital letters for the
start of a sentence and for proper nouns and full stops for the end of a
sentence should be underlined. If the error is repeated, a comment should be
written at the bottom of the piece of work.
- Basic grammatical
errors must be corrected. For further advice see the appendix Literacy
across the Curriculum.
- An effort grade, which
may be given at the end of a module, should be placed on pupils’ work (A –
E: Excellent, Good, Satisfactory, Poor, Unacceptable).
- Attainment grades
should be related to NC levels with sub levels explained to pupils (eg 3a –
exceeding level 3).
- When a target is
written for the pupil, it will be preceded by a T in a circle. The pupil
should initial the target to show that he / she has read and understood it.
- Comments may be made
about presentation.
- The use of pupils’
names in feedback is to be encouraged.
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