MARKING & FEEDBACK
MARKING / FEEDBACK POLICY
Our focus is on a child-centred learning where every child leads their own learning. We consistently strive to provide engaging learning experiences that motivate and challenge each child as an individual to reach his/ her full potential. We set high expectations for our students’ achievement as well as progression whilst monitoring this through marking and feedback.
Feedback/Marking is the process whereby children are informed about what they have achieved at a particular time and what they need to do to improve. Feedback is a positive form of communication based on learning objectives and success criteria.
It can be verbal, written or pictorial and could be from teacher to child, teaching assistant to a child, child to teacher or child to child.
Children’s work is marked and graded based on the set objectives using certain criteria. Proper feedback is given to the children to support, consolidate, accelerate or challenge their learning. It creates an awareness of the child’s current achievement and the next steps for support, consolidation or extension. The children are encouraged to read and act upon the comments made by the teacher as it encourages them to take ownership of their learning (the comments can be read to the pupil only when there is a need for it).
Marking/Feedback rubric aptly covers both attainment and effort. This shows what the pupil was able to achieve and the effort expended. Attainment is represented with letters while effort is represented with numbers.
Attainment Rubric
A – working well above the level expected for the year group
B – working above the level expected for the year group
C – working at the level expected for the year group
D – working below the level expected for the year group
E – working well below the level expected for the year group
Effort Rubric
1 – the child has put in an excellent effort towards achieving the set objective
2 – the child has put in a very good effort towards achieving the set objective
3 – the child has put in satisfactory effort towards achieving the set objective
4 – the child has put in poor effort towards achieving the set objective
5 – the child has put in an unsatisfactory effort towards achieving the set objective
A pupil with A4 needs to work on attitude while a pupil with C2 needs to be encouraged to do more as there is room for improvement.