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Assessment and Feedback
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Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim towards (and be capable of producing) improvement in pupils’ learning. Feedback redirects or refocuses either the teacher’s or pupil’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself. About the process of the activity, about the pupil’s management of their learning or self-regulation or about them as individuals. This feedback can be verbal, written, or can be given through tests. It can come from a teacher or someone taking a teaching role, or from peers. Education Endowment Foundation 2018 |
At Widcombe Church of England Junior School, and as a member of the Palladian Academy Trust, we ensure assessment and feedback is always about maximising pupils’ learning and, secondly, contributes to Trust-wide efficiency, collaboration and accountability. Assessment is intrinsically linked to the curriculum and pedagogy.
Approach
At Widcombe Church of England Junior School we ensure assessment and feedback is always about maximising and progressing pupils’ learning. Assessment is intrinsically linked to the curriculum and pedagogy.
Principles:
- Assessment and feedback must be meaningful with an evident impact on continuous teaching and learning
- Assessment is predominately formative; however, there will be times where summative assessment is used to inform teacher judgements
- Teachers will be expected to use a range of proven, formative assessment approaches supported by appropriate professional development
- Assessment and feedback will be proportionate and timely
- Teacher planning and retrieval practice will be informed by assessment
- The impact on pupils and staff well-being and workload will be taken into account when considering assessment guidelines
- Assessment information will be used to inform key stakeholders including pupils, parents, staff, senior leaders, governors and trustees. Wherever possible, the same information will be used for multiple audiences.
- Pupils will be appropriately and positively prepared for national testing, particularly disadvantaged pupils or those with additional needs
Feedback Guidelines:
- Verbal or written feedback will be in a timely manner
- The primary function of verbal/written feedback will be to address misconceptions and to extend learning further where necessary. Where there are misconceptions, teachers will identify this in a timely manner and provide feedback which will help move the children’s learning on.
- In addition to this, feedback across the curriculum should, where possible, be subject specific to extend knowledge and extend subject specificity.
- Children will be given the opportunity to reflect on teachers’ feedback by responding to prompts in their books. Children will use a purple pen to respond to their teacher’s feedback.
- Teachers will mark in green and pink ink. Green indicates ‘growth’ and improvement feedback. Pink marking highlights areas of learning which have been successful -‘tickled pink’
- Professional judgement is used when considering marking and feedback and a range of strategies are applied to ensure purposeful impact as guided through staff CPD.
Editing and Reviewing:
The following simple code for marking and/or correcting work should be implemented by all:
- Work that is correct will be marked with a tick
- There are high expectations for spellings linked to year group non-negotiables for writing. Children are expected to spell key words accurately and when copying words from a board or work sheet, should do so accurately. Where a word is repeatedly spelt incorrectly, the child’s attention should be drawn to it by underlining, using ‘sp’ for spelling. In Y3/4 the teacher will correct the spelling for the child to copy 3 times. In Y5/6, the teacher will highlight there is an incorrect spelling, and the children will be expected to self-correct using a dictionary.
- No more than three key word spellings should be highlighted within a piece of work and is proportionate to a child’s individual needs. The teacher will use their professional judgement when marking spellings.
- Double vertical lines should be inserted when needed, to indicate where a new paragraph or line should begin
- ^ is used to show that something is missing
Is used to indicate a capital letter or to correct punctuation- V indicates verbal response and discussion
