ST.

THOMAS BECKET CATHOLIC COLLEGE ASSESSMENT AND MARKING POLICY May 2011 MARKING POLICY AIM
To establish a broad, consistent approach to the way learners work is marked, so that pupils feel valued and have a clear understanding of how well they are doing. Marking will help pupils to improve their work and will inform teacher planning and monitoring.

Principles
Assessment for learning (AfL) is the process of seeking and interpreting evidence for use by students and their teachers, to decide where students are in their learning, where they need to go and how best to get there. Marking and feedback at St. Thomas Becket CC will be consistent with the principles of Assessment for Learning (AfL), being: Focused on pupil learning Based on shared learning objectives Periodically and selectively given Positive in tone and accessible by all pupils Supportive of achievement in all its forms Helping pupils to improve their work Promoting learner confidence Including opportunities to develop peer and self assessment skills Informing future planning and thereby support individual target getting

Strategies
To plan for good learning teachers need to be aware of areas of weakness in pupil learning, as well as what pupils already know and understand. The identification of curricular targets and base lining supports this. Curricular targets identified from a range of sources, curriculum targets identify typical areas of weakness in pupils learning, and become a focus for improvement. Base lining at the start of a new unit of work teachers should ascertain what pupils specifically already know and understand. Individual Department marking procedures - which support pupil progress.

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Together this knowledge will inform the identification of curricular targets objectives for whole year groups, classes, sets or even individuals, and more specifically the planning of learning objectives and learning outcomes by teachers. To support learning pupils need to know in advance what they are learning, what they will be expected to do and how their work will be marked. The use of learning objectives/outcomes and the sharing of success criteria support this. Learning objectives broad learning objectives will be shared with pupils. These will focus on the learning e.g., on what pupils will know and be able to do by the end of the learning process. They will be expressed in such a way that they are accessible to all and could be summed up as We are learning to (WALT). Learning outcomes will also be shared. These will focus on what the pupils will be doing, making or producing , this might usefully be summed up as What I am looking for (WILF). Objectives and outcomes may also be combined e.g. We are learning to.. by Success criteria the marking criteria against which different pieces of work will be marked should be shared e.g. in support of peer/self assessment, milestone pieces of work and end of unit assessment. These criteria may be generated in conjunction with the pupils or by the teacher/department as appropriate. Modelling before starting a task, pupils find it helpful to see what a finished product/piece of work might look like. It can generate discussion about what makes a good piece of work and how examples might be improved. Learning milestones/ Key pieces not all work can or should be marked in detail. Within each unit of work departments will identify a finite number of key pieces of work for more in depth, quality marking. In consultation with the SLT link Departments should aim to complete six such pieces over the course of a year. These pieces of work will focus on the assessment of progress in relation to specific learning objectives or if required curricular target/s. Success criteria will be shared with pupils and at the end of the marking process it should be clear to the pupil what they have done well and what they need to do to improve. Comments will be positive and subject specific. Linking words such as BUT are best avoided. Even better if (EBI), may be a more helpful way of focusing teacher and pupil feedback. An interim KS level or grade will be awarded and pupils will be given the opportunity to improve their work.

Light touch/tick and flick marking in order to support the giving of quality feedback at key points in the learning process, other work should be marked in less detail. Light touch marking will develop the skills of peer and self assessment, and will stand along side whole class and teacher led marking of more closed tasks, class notes and exercises. Teachers will acknowledge such work variously through oral feedback as

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well as the use of an effort and subject specific attainment grade e.g. A1 or B2, ticks, simple marks (10/10), stickers, initials, and/or brief attainment based comments. Formative marking both the marking of milestone/key pieces and light touch marking are examples of formative marking. They inform the teacher and pupil of learning progress, identify the next steps and how they can best be taken. It informs teacher planning. This type of work/marking is distinct from end of unit assessments which are summative, judging pupil attainment and therefore progress made at a given point in time. Attainment Grades arent always necessary. They can for example be meaningless given the size/nature of the task, and distract from improvement comments. Grades can undermine confidence in some pupils and result in complacency for others. However, it is still important for teachers, parents and pupils to know periodically how well the learning is going and what still need to be done. Pupils need to be clear about what they need to do to progress from one level/grade to the next, and equally should be clear about the expected progress they should be making through the key stage. In order to support this process: Levels and grades should be translated into pupil speak and shared with pupils. Key pieces of work or learning milestones, will be awarded an attainment grade expressed in terms of an interim KS level or grade. At the end of a unit a formal assessment will take place and a KS level or grade will be awarded. Department specific Attainment level grades A to E (Appendix).

Effort pupils of all ages and abilities say they like to see effort acknowledged. Effort though crucial for learning success, is distinct from attainment levels and is personal to the individual. Effort should be acknowledged by the awarding of an effort grade in line with whole school policy and department specific descending from 1 at the top end of the scale to 5 (Appendix). Quality control in order to ensure the consistent application of standards and to support the sharing of good practice departments will sample (e.g. a top, middle, bottom) milestones/key pieces and end of unit assessments for moderation. Time for this will be agreed by departments and may include dept meetings, Learning Review days or by accessing the directed time budget. Examples of standardised work should be retained and shared with pupils as part of the learning process, will make the department ETU judgement more robust and can form part of the departments marking evidence base for Ofsted. Tracking Pupil Progress departments will retain centrally the levels/grades awarded to milestones/key pieces and end of unit assessments. This may initially been kept as paper record but ultimately we will be moving towards a whole school on-line record keeping system. Results should be traffic lighted in order to highlight pupils progressing below/in line/or above expectation (ETU). Consideration should then be given to the reasons for these variations. Action should be taken to formally recognise pupil success and share related good classroom practice, as well as to support underachievers and address areas of concern.

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Marking for Literacy in order to promote consistency a common approach to the marking of secretarial errors is used. SP = spelling P = punctuation C = mis-use of the capital letter // = new paragraph vv = exceptional point/use of language ? = not clear ^ = somethings missing Other subject specific symbols may also be used and a copy of the Marking Template can be found in the shared area under Whole School Marking. Over correction is best avoided and in many subjects the spelling of subject specific words will be given greater priority. Colour of Ink RED ink or one that contrasts with that used by the pupil is therefore recommended. Positive rewards KS4 will receive a postcard at key points in the school year in line with the School Rewards policy. KS3 will receive credits in line with the School Rewards policy.

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ASSESSMENT POLICY ASSESSMENT PROCEDURE AIMS

To accurately and systematically assess students' progress throughout their school career. To record assessment data in a common format at regular, identified intervals using whole school system. To use the information to effectively monitor and track students' progress. To use assessment information to help review the curriculum and plan for students' future learning. To ensure that pupils are aware and record their personal targets.

POLICY
Assessment will be facilitated through E-portal. End of Key Stage Target levels/grades for subjects, based on prior attainment, Jesson, CATs data where available and Fisher Family Trust generated data, will be recorded for each student at the beginning of the academic year. These personal targets will be agreed between the pupil and the class teacher. There will be 3 Data entry points for years 7, 8, 9, 10 and 11. Teaching Staff are required to assess students and enter data according to the following: Interim reports. The following data should be entered KS3 Key Stage 3 will be assessed using National Curriculum levels including sub-levels: e.g. 4a Above level 4, close to a level 5. 4b Secure level 4. 4c Level 4 just achieved. Full levels may also be awarded. Key Stage 4 will be assessed using GCSE grades from A* - G and U if appropriate. E, T or U and an action to improve where E=exceeding target, T=On target, U=Below target and an action to improve. Teachers to use professional judgement alongside assessments and pupil performance when awarding these grades. Full reports will be provided to parents at the end of the school year for years 7, 8, 9 and 10. Year 11 will be provided in February. These will include a full teacher comment and the overall grade or level that the pupil achieved over the course of the year.

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Form periods will be used for reviewing pupil progress and setting realistic targets.

Individual departments are responsible for the moderation of assessments carried out. Individual Department Assessment policies should reflect the process for moderation.

Assessment data will be printed and distributed to SLT, HoDs, ATs and Form tutors as appropriate. Students should enter data into the Assessment page of the Pupil Planner during form periods which will follow data entry. Pupils will review their progress and set targets for the following term. Subject teachers should discuss attainment levels and grades with the pupils. Intervention to support pupils who are underachieving in subjects will follow from form tutor, academic tutor, subject teacher and SEN as appropriate. Whole school Inset will be devoted to setting appropriate targets for individual pupils in different subjects. Data from FFT, Jesson, CATs and Professional judgements will be used to support target setting. These will take place in the summer term and reviewed in the autumn term.
Monitoring, Evaluation and Review Curriculum Leaders monitor and evaluate the quality of marking and response to students work across the team. They ensure scrutiny, moderation and dialogue about marking occurs during Department meetings. They ensure marking is frequently carried out by the team, share good practice in the team meeting, establish mechanisms to ensure that there is feedback to individuals as necessary, making provision for actions with timescales to secure any necessary improvements. They will ensure that all teachers within the team adhere to the expectations of the policy and in particular to the frequency of marking and to the regular provision of GCSE grades or NC Levels to denote the standard of work being achieved in line with the whole school reporting programme. They will report to the SLT Line Manager. SLT Line Manager meets with the SLT to feedback. SLT with responsibility for ARR will direct whole school monitoring activities in respect of marking and report outcomes to the SLT. Governing Body monitors the success of the Marking Policy at the Governors Curriculum Committee Meetings and via the Link Governors. Roles and Responsibilities SLT Line Managers are accountable for evaluating the teachers response to students work across the teams they line manage, in collaboration with the Subject leader. This will be carried out through Department reviews. Curriculum Leaders are accountable for routines and practices within the framework of the Whole School Policy, ensuring that all teachers within the team adhere to the expectations of the policy and in particular to the frequency of marking and to the regular provision of GCSE grades or NC Levels to denote the standard of work being achieved in line with the whole school reporting programme. Teachers are responsible for ensuring that students receive regular feedback on their work. To assess the standard of the students work against GCSE or NC criteria at planned key points providing diagnostic comments and guidance to students about how to improve their work. They ensure that records are kept in line with the Schools Policy so that the progress of the student can be tracked effectively.

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