YsgolLlanmiloe LlanmiloeSchool

AfL,MARKINGAND

FEEDBACK

POLICY

Signed by chair of governors: Mr J.D Rugg Date ratified: (by full governing body) Date of review: March 2019

March 2017

‘Dysgu a Thyfu Gyda’n Gilydd’.

‘Learning and Growing Together’

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Contents

1. Policy Introduction p3

2. Aims p3

3. AfL Strategies p3

4. Marking and Feedback p4

5. Marking and Feedback Strategies p4

6. Implementation of Policy p5

7. Roles and Responsibilities p6

8. Parents and Carers Information p7

9. Supply Teachers / New Staff p7

10. Monitoring and Review p7

11. Appendix 1 – Marking Code p8

12. Appendix 2 – Marking Code p9 -10

13. Appendix 3 – AfL Progression p11

14. Appendix 4 – Assessment Cycle p12

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Assessmentforlearning-MarkingandFeedbackPolicy2017

1Introduction

WebelievethattheprinciplesofAfL(AssessmentforLearning),includingqualitymarkingandfeedbacksethighexpectationsforall,helpstoraisestandardsandacceleratelearner’sprogress.WeaimtofollowtheprinciplesofAfLandensureitbecomespartofalllearningandteaching.Webelieveitmakeschildrenactivepartnersintheirlearninganddevelopstheirlearningtolearnskills,whichgiveseverylearnertheconfidencetheycanachieve.TheintentionisforAfLtooccurineverydaylessons.AfLimproveslearningandraisesstandards.Thewayteachersmarkandgivefeedbacktolearnersiscentraltotheprocess.TheWelshAssemblyGovernment’sdefinitionofAssessmentforLearning(AfL),containedinthedocument‘Whydevelopthinkingandassessmentforlearningintheclassroom?’(2009),issummarisedasfollows:

‘Assessmentforlearning(orformativeassessment)isfindingoutwherealearneriswithinalearning

continuum(A),knowingandmakingexplicitwherethelearnerneedstogetto(B)andmostimportantly

showingthelearner(orensuringthelearnerknows)howtogetthere(C).‘AB

CItisessentialthatthelearnertakesactioninordertoreachBforformativeassessmenttohavetakenplace.Allchildrenareentitledtoregularandcomprehensivefeedbackontheirlearningwhatevertheirageorability,thereforeacorebankofmarkingsymbolshavebeendevisedtobeusedacrossbothkeystagesthatwillallowcontinuityforthechildrenastheydevelopthroughtheSchool(SeeAppendix1)OurSchoolCouncilareanintegralpartofthestructureofthispolicy.LearnersweregiventheopportunitytodiscusswhatelementstheywouldliketoseebeingusedforAssessmentforLearning.Bydoingso,itgivesthemownershipofthepolicyandalsoensuresthechildrenunderstandthemarkingcriteriabeingusedbytheclassteacher/LSA.

2AfLAims

•ToembedAfLstrategiesaspartofalllearningandteaching•Tosharekeylearningobjectiveswithlearners•Tosethighexpectationsforalllearners•Toinvolvelearnersinpeerandself-assessment•Toprovidequalityfeedbackwhichallowsalllearnerstotakethenextstepsintheirlearning•Togiveeverylearnerconfidencethattheycandevelopandimproveintheirlearning•Toreflectonassessmentdata,withlearners,inordertosetgoalsandtargetsforprogress3AFLStrategies

WeaimforalllearnersandstafftofollowthefollowingAfLstrategies–Ø EffectivequestioningandtalkØ LearnersgeneratingsuccesscriteriaØ Givinglearner’sformativefeedbackØ Selfandpeerassessment

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4MarkingandFeedback

4.1OurMarkingandFeedbackAims

•Torelatemarkingandfeedbacktolearningobjectives•Toinvolveallstaffworkingintheclassroom•Torecogniseachievementandprogress•Toofferopportunitiesforlearnerstoreflectontheirownneeds•Tosetlearners’nextstepsforlearning•Tobespecifictothechildandrespondtoindividualneeds•Toinformfutureplanningandtargetsetting•Tobepositiveinencouraginglearningandaspiration•Tobemanageableforteachers5.MarkingandFeedbackStrategies

5.1Learnersgeneratesuccesscriteria

Tomovetheirlearningon,learnersneedtofullyunderstandthenextstepstotake.Theyneedtoknowwheretheyaregoing(thelearningintentions)andhowbesttogetthere(successcriteria).Theywillunderstandandinternalisethesuccesscriteriabestiftheyplayanactivepartingeneratingthem.Thisalsohelpsthemtotakeresponsibilityfortheirownlearning.Weappreciatethatlearnerswillnotknowinstinctivelyhowtodothisandsowecoachthembymodellingtheprocessesandthinkinginvolved.Toimplementthisprinciple:• Wesharethelearningobjectiveswiththelearners,ensuringthattheyareaccessibleandunambiguous.Whereappropriate,weseparatethelearningintentionfromitscontextasthishelpsthelearnerstounderstandthattheyarelearningskillswhichcanbetransferredtoarangeofcontexts(bridging),e.g.

Ø Learningobjective:tolearntowriteinstructions;context:acupoftea-ratherthan:tolearnto

makeacupoftea.

Ø Learningobjective:tolearntocutwithscissors;context:snowflakes-ratherthan:tolearnto

makesnowflakes.

• Wesetthelearningobjectiveandthetaskintothewiderpicturesothatthelearnersunderstandwhytheyaredoingit.• Learnersworkcollaborativelytoidentifyappropriatesuccesscriteria.Weusearangeofstrategiestoenablethemtodoso,suchas:• Weshowormodelgoodqualityworkandasklearnerstoidentifywhatmakesit‘good.’• Weshowagoodandabadexample.Learnersseeexemplarsofdifferingqualitiesandhavetoworkoutwhichoneofthemisbetterandwhy.Thesebetterqualitiesformthebasisofthesuccesscriteria.• Wegivelearnersincorrectworkbasedonpoorqualitysuccesscriteriaandletthemworkoutwhathasgonewrong.• Weencouragelearnerstoevaluateandrefinetheirsuccesscriteriainthelightoftheirexperience.Bydoingthis,itdoesnotmatteriflearners’originalsuccesscriteriaarenotaccurateastheywilllearnthroughtheirerrors.• Learnersrevisit,andreviseifnecessary,existingsuccesscriteriawhichtheypreviouslygeneratedforthesameskillinadifferentcontext,e.g.writinginstructions:previouscontext:makingacupoftea;

presentcontext:keepingsafeonbonfirenight.

• Wedisplaythelearningobjectivesandsuccesscriteriasothatthelearnerscanrefertothemregularlythroughoutthetasktokeeptheirlearningontrack.

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• Wefindthatalllearnersbenefitfromthesestrategies,butthatthemostsignificantgainsareforlearnerswithlowbasicskills.Thismaybepartlybecause,inthepast,theymaynothaveknownexplicitlywhatconstitutes‘good’work.

5.2Summativemarking

Usuallyusedforclosedtasksandwillconsistmainlyofticksanddots.Childrenmayusethistoself-markandgainimmediatefeedbackonsuccess.5.3Formativemarking

Thiswillfocusonthelearningintentionandwillhighlightsuccesses.Asuggestionforimprovementorfurtherchallengewillbegiven.Thismaybeverbalthroughteacher/pupildiscussionorwritteninpupil’sbook.Childrenwillbegiventheopportunitytomakeimprovementsorundertakechallenges.5.4MarkingforLearning–5stepmarkingprocess:

1.indicatesuccess2.indicateimprovementsnextstepsorchallenges3.giveanimprovementsuggestion(seeappendicesforspecifickeystagecodes)4.providetimeforpupiltoreflectandrespond5.checktheprogressorimprovement5.5Pairedmarking/PeerassessmentChildrenmaybeaskedtomarkorassesseachother’swork.Therolesofpartnerswillbedefinedandgroundrulesestablished.Childrenwillbeencouragedtofollowthesamesuccessandimprovementstrategiesoutlinedinthispolicy.5.6Self-Assessment

Childrenwillbeaskedtoassessagainstthesuccesscriteriarelatedtothelearningobjective.Theymayusethesamecodesastheteacher(seeappendices)andtheirPURPLEPolishingPenswheneditingorredrafting.

6.ImplementationofPolicy

• AllteachersareexpectedtoutilisetheSuccessCriteriaSlip(SeeAppendix2).TheSuccessCriteriashouldfeedtheLearningObjectivesothatitisclearlyvisiblethatthepupilhasachievedthestepsleadingtotheoutcome.

• Teachingstaffarerequiredtoprovidea‘tickledpink’criteriaoneveryoccasion–(usuallythebottomcriteriaontheslip).ThisrelatestothePieCorbettapproachofmarkingandprovidesMoreAbleandTalentedandotherpupilstoextendtheirlearningandskills.

• TeachersaretouseblackpenstocommentwithPINKhighlighterpensfor‘tickledpink’workandGREENhighlighterpensfor‘growth’areas.

• Nextstepsareshownusingastamperattheendofapieceofwork. • Whenchildrenareself-correctingtheirwork,theyareencouragedtodosoinPURPLEwhich• istheir‘polishing’pen.• WherepupilsarerequiredtodevelopsectionsoftheirworkteacherswillusetheGREEN

highlighterinaverticalmannerinthemarginnexttothesectionthatneedsimprovingwithasimpleexplanationorquestiontoguidepupils.

• Whenrespondingtoteacher’smarkingpupilstoredraftthesectionattheendofthepieceofworkwithalsousingtheGREENhighlighterverticallytoshowitisaresponse.

• Self/PeerAssessmentSheetstobeutilisedtoremindpupilsinYear3-6oftheTwoStarsandAWishformattheyneedtouse.PupilswillassessinconjunctiontotheLearningObjectiveandSuccessCriteriaforthetask.

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7RolesandResponsibilities:

7.1TheRoleofStaff

• Lessonsareplannedtobeappropriatelychallengingforall• Linksbetweenlessons,othercurriculumsubjectsandreallifeareexplored• Intendedlessonobjectivesoroutcomesaresharedwithchildren• Successcriteriaaredetermined(withpupilswhereappropriate)• Progressistrackedduringandafterthelesson• Teachingstrategiesareflexibleandtakeaccountofindividualneeds• Skilfulquestioningisusedtodevelopandextendlearning• Arangeofresourcesareusedtoengagepupilsanddeveloplearning• Effectivemarkingandfeedbackareusedtoensurechildrenprogressrapidly• Opportunitiesareprovidedforpupilstoreflectonlearningandmakeimprovements

7.2TheRoleofPupils

• Understandwhattheyarelearningandwhy• Areclearaboutthecriteriaforsuccess• Canjudgethequalityoftheirownworkandidentifyareasforimprovement• Respondtomarkingandfeedbacktoimprovetheirwork• Relatelearningtopast,presentandfuturelearningandthe‘biggerpicture’• Engageindiscussiontodeveloptheirthinking,ideasandlearnfromothers• Areconfidenttotakerisksandthereforedeveloptheirlearning• Contributetopeerandgroupassessment

7.3TheRoleoftheHeadteacher

• Toensureallschoolstaff,pupilsandparentsareawareofandcomplywiththispolicy;• Toworkcloselywiththelinkgovernorandcoordinator;• ToprovideleadershipandvisioninrespectofAfLandfeedback• Toprovideguidance,supportandtrainingtoallstaff;• Monitortheeffectivenessofthispolicy;• AnnuallyreporttotheGoverningBodyonthesuccessanddevelopmentofthispolicy• Toensureanappropriateassessmentplanisinplacelinkedtothecyclesofthemesanddata

windows• Toensurefeedbackgiventostudentsisdiagnostic,formativeandunderstoodbystudents

throughworksamplingandlessonobservations.• Ensurestaffattendtheregularmoderation/standardisationthatisplannedwithinthecluster• Ensurethatwholeschooldeadlinesandstatutoryrequirementsaremet.• Ensuretheregularanalysisofassessmentdatatakesplaceandisusedpurposefullytoinform

futureplanning.7.4TheRoleoftheAssessmentCoordinator

• Leadthedevelopmentofthispolicythroughouttheschool;• ToworkcloselywiththeHeadteacherandthenominatedgovernor;• ToprovideguidanceandsupporttoallstaffandStudents;• Toprovidetrainingforallstaffoninductionandwhentheneedarises;• Tokeepuptodatewithnewdevelopmentsandresources;• ToreviewandmonitoralongsideHeadteacher

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• AnnuallyreporttotheGoverningBodyonthesuccessanddevelopmentofthispolicy7.5TheRoleoftheGoverningBody

• ToappointamemberofstafftoberesponsiblefortheFoundationPhase;• DelegatepowersandresponsibilitiestotheHeadteachertoensureallschoolstaffand

stakeholdersareawareofandcomplywiththispolicy;• Toberesponsibleforensuringthispolicyandallpoliciesaremaintainedandupdatedregularly;• Toensurethatallpolicieshavebeenmadeavailabletoparents;• ResponsibleofinvolvingtheSchoolCouncilinthedevelopment,approval,implementationand

reviewofthispolicy;• Nominatealinkgovernortovisittheschoolregularly,toliaisewiththeHeadteacherand

thecoordinatorandtoreportbacktotheGoverningBody;• Responsiblefortheeffectiveimplementation,monitoringandevaluationofthispolicy

7.6TheRoleoftheNominatedGovernor

• ToworkcloselywiththeHeadteacherandthecoordinator;• Toensurethispolicyandotherlinkedpoliciesareuptodate;• Toensurethateveryoneconnectedwiththeschoolisawareofthispolicy;• ToannuallyreporttotheGoverningBodyonthesuccessanddevelopmentofthispolicy

8ParentsandCarersInformation

Wewillinformparentsandcarersofthemarkingandfeedbackstrategiesusedatparents’eveningsandtransitionevents.Asheetwillbedisplayedintheclassroomand/orthefrontofbooks.9SupplyTeachers/NewStaff

Thestaffhandbookwillsignpostthispolicyandtheappendicestoensurethatallstaffworkingwithchildrenadoptaconsistentapproachtomaximiselearningandprogress.

10MonitoringandReview

ThispolicywasrevisedinApril2017.Reviewdate:April2019Weareawareoftheneedtomonitorandupdatetheschool’sAfL,MarkingandFeedbackPolicyonaregularbasis,sothatwecantakeaccountofimprovementsmadeinourpractice.Wewillthereforereviewthispolicyintwoyears,orearlierifnecessary.

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APPENDIX1-MarkingCodesFoundationPhase KeyStage2

Code Explanation Code Explanation

VF Verbal/oralFeedbackgiven VF Verbal/oralFeedbackgiven

S Learnerneededhighlevelofsupporttocomplete

S Learnerneededhighlevelofsupporttocomplete

I Learnerworkedindependently

I Learnerworkedindependently

PP 2pinktickstoshowTickledPink-achievedcriteria/objective/wowwordsorpreviouslearningused

PP 2pinktickstoshowTickledPink-achievedcriteria/objective/wow

wordsorpreviouslearningused

lettercircledtoshowincorrectcapitalletteror

wherealetterneedstobeacapital

lettercircledtoshowincorrectcapitalletterorwherealetterneedstobe

acapital

. Incorrectanswer-MathsLearnernottoerasetheincorrectanswerbutwritecorrectanswernexttodot.

. Incorrectanswer-MathsLearnernottoerasetheincorrectanswerbut

writecorrectanswernexttodot.

Sp–Spelling

--------------------

Spellingmistaketobehighlightedunderneathingreenandspwrittenin

margin–Wordtobewrittencorrectly3timesatendof

work

Sp–Spelling

--------------------

Spellingmistaketobehighlightedunderneathingreenandspwritteninmargin–Wordtobe

polishedandthenwrittencorrectly5timesatendof

work./!–Punctuation Incorrectpunctuationor

missingpunctuationhighlightedinGreen

andPwritteninmargin

./!”–Punctuation IncorrectpunctuationormissingpunctuationhighlightedinGreen

andPwritteninmarginWordunderlined

inGreenHighlighterandV–writteninmargin

Improveyourvocabularychoiceinpolishingpen.

WordunderlinedinGreenHighlighterandV–writtenin

margin

Improveyourvocabularychoiceinpolishingpen.

^ omission-wordorphrase ^omission-wordorphrase

// Newparagraphneededhere

HighlightinGreentoshowthatthelearnerneedstoimprovethissectionatthe

endoftheirwork.

HighlightinGreentoshowthatthelearnerneedstoimprovethis

sectionattheendoftheirwork.

a a

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APPENDIX2SuccessCriteriaSlip–Self/PeerAssessment

• Thisslipcanbeprintedinblackandwhiteandthepinkboxforthechallengingcriteriaaddedinwithhighlighterwhensharedwithpupils.

Self/PeerAssessmentSlip-KeyStage2

Date Title

L.O – Teacher led/T.A. led Activity Success Criteria I think Teacher

thinks…

I can remember to use capital letters and full stops. J J I can use my story map to retell the middle of the story. J J I can remember to use the magpie words. J J

Self/ Peer Assessed Peer Assessed by:________________________

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WhilstreviewingourmarkingpolicyinApril2017thestaffagreedtocarryoutfocusedmarkingofapieceofMaths,Literacy-usuallyextendedwriting,andapieceofscienceonceperhalfterm.Thismarkinginvolvestheuseofthecriteriasheets.

APPENDIX3AFLImplementationacrosstheschool

• SeeAfLnotesonthisstrategyinAPPENDIX5

Sharingcriteriawiththelearners

Qualityofquestions/qualityoftalk

Useandqualityoffeedback

Peerandself-assessment

Foundation1 Successcriterialinkedtoladders

-Learnerssetquestions-Think,Pair,Share-Asktheaudience-Mindmapping-Questionhands(linkedto5W’s

-Timetothink-Exploringwronganswers-Talkingpartners/buddies-CommentslinkedtoSC

-Thumbsup/down-Self-assessmentsmileyfaces-Peermarking(colours)

Foundation2 PupilsbegintocontributetoSCPupilfriendlyladders

-NohandsupBasketball*notpingpong-Simplifiedrulesfortalk-Rulesfortalk

-Miniwhiteboards-Randompartners-MKO*-Oralfeedbackfromteacher

-Oralevaluationusingspeakingframes-Trafficlighting-Peermarking(simplecomments)-Puppetfriendforgoodexamples(puppetpals)-iPadevaluations(BookCreator,Educreations)

Year3and4 PupilsbegintowriteSCSelf-assessmentlinkedtoSC

-Speakingframes-Conceptcartoons-Bigquestions

-Pupilsparaphrasingverbalfeedback

-2starsandanaction(peermarking)-Exemplars(frominvisiblefriend)-TemporarycommentsTrafficlightcups-PadletoniPads

Year5and6 PupilswriteSCLevelledladderssharedwithchildren

HigherlevelofquestioningQuestionprompts

-Commentslinkedtoladders

-3starsandanaction-Peermarking-Exemplarsfrompastpupils

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ASSESSMENTCYCLE

ANNUALASSESSMENTS

BI-ANNUALASSESSMENT/MODERATION

AUTUMNTERM

English–Genreidentified

Maths–Areaidentified

Science–Strandidentified

LNFAssessment/Monitoring

Reviewpredictedteacherassessmentlevels

SPRINGTERM

English–GenreIdentified

Maths–AreaIdentified

Science–StrandIdentified

LNFAssessment/Monitoring

Reviewandamendpredictedteacherassessmentlevels

SUMMERTERM

English–GenreIdentified

(OracyandReading)

Maths–AreaIdentified

Science–StrandIdentified

EndofKeyStageTeacherAssessments

EndofYearTeacherAssessments(incLNF)

PredictedendofKeyStageAssessments

Welsh2ndLanguage

ReligiousEducation

PhysicalEducation

StatutoryAssessments

YEAR1Geography

MusicDesignTechnologyFoundationPhase

KnowledgeandUnderstandingoftheWorldCreative

DyffrynTafFamilyModerationWelsh2ndLanguage

English

YEAR2HistoryICTArt

FoundationPhaseKnowledgeandUnderstanding

oftheWorldCreative

DyffrynTafFamilyModerationMathsScience

INTERVENTION

Numicon–

Asperunit

CatchUpLiteracy

-Annually(toincludethosechildrenwhoareofftheschemetoensuretheydonotslipback)

-periodicallythroughouttheyear

APPENDIX5-AFLStrategies

Basketball

Potentialfor:Improvingthequalityofquestions/qualityoftalk

Whatisit?Involvingmorethanonelearnerinansweringeachquestion.Ifateacherimmediatelyevaluatesonelearner’sanswer,otherlearnershavenoincentivetolistenorthink.However,ifasecondlearnerisaskedthesamequestion,athird/fourthcanbeaskedtoevaluatewhichanswertheythinkismoreeffective,keepingalllearnersactivelyengaged.Theaimshouldbetoextendthethinkingandlearningsequencesinlessons,andtokeepalllearnersactivelyengagedinthinkingandlearning.

MKO(MoreKnowledgeableOther)

Potentialfor:Formativefeedback

Whatisit?Theteacheroralearnerselectsaclassmatewhoisgoodatexplainingaparticulartopic.ThisMKO(MoreKnowledgeableOther)actsasapeertutor,helpingtheirpartnerworkthroughproblemsbygivinghintsandinstructions(scaffolding).

Overtime,pupilscandiscoverwhichMKOintheclass(orelsewhere)ismosthelpfulforaparticularskillarea.LinkswellwithAsktheaudience/Phoneafriend(CanbeusedifapupilshowsredwhenTrafficlighting.)Ideallyteachersshouldtrytoensurethatalllearnersareseenbytheirpeersastheexpertcommunicatorinatleastoneskillarea.

ForotherexplanationsoftherecommendedAfLStrategiespleaseusethefollowinglinktotheLearningWalesWebsiteandtheWelshGovernmentdocument‘HowtoDevelopThinking’

http://learning.gov.wales/docs/learningwales/publications/130429how-to-develop-thinking-en.pdf