Marking and Feedback

It is expected that work is marked with sufficient frequency to maximise learning and progress.

At Fred Longworth High School, we believe that effective assessment. Marking and feedback should:

  • Provide clear feedback to students which in turn will lead to students recognising the next steps in their learning and how to take them.
  • Help students to know and recognise the standards they are aiming for.
  • Develop high standards of presentation and develop the students’ pride in their work.
  • Develop students’ literacy skills.
  • Promote confidence and the belief in every student that they can improve.
  • Allow both the teacher and students to accurately review and reflect on assessment data.

Key Expectations

Teachers must ensure that work produced by students is marked in accordance with school guidelines and Faculty policies.

Guidelines

  • Teachers should only set work that is sufficiently challenging and which is designed to move students forward in their learning as part of a scheme of learning.
  • Teachers should encourage high standards of presentation.
  • When providing written comments on students’ work the comments must be presented in a way that is meaningful to students so that the comments help to move the students forward in their learning.
  • Students value verbal feedback because its impact is immediate. Teachers should aim to seek opportunities within lessons to provide effective verbal feedback when it is appropriate to do so.
  • At times it may be appropriate to give students quality time in lessons to respond to feedback. In the case of written work, this may involve creating opportunities to re-draft.
  • When giving a grade, or reporting a grade within a Pathway teachers should consider the impact of giving it after the written feedback so that students can first of all engage with the written feedback.
  • Peer and self-assessment can be used at appropriate times during a sequence of learning but only when its use will have noticeable impact on progress.