1. Marking and Feedback 2013
Why?
Pupils must be given prompt and appropriate
feedback on what they have done in order to
benefit their learning through interest,
responsibility and personal reflection.

2. Marking and Feedback Framework
• Student books are taken in routinely - ‘at least
every 4 lessons or two weeks, whichever applies
to the subject’
• All homework is graded and recorded by the
teacher – mark books must be accurate and up to
date
• Grades reflecting quality do not have to appear
on student work, but must be recorded by the
teacher
• Students receive formative assessment of all
homework

5. Formative assessment:
• Specific quality comment
• Specific constructive remark(s) – providing
feedback on specified learning focus
• We are investigating the use of a generic
feedback sticker in all subjects that teachers
stick into the exercise book after each piece of
homework

6. Example:
Boris, you have managed to identify the key
arguments in this debate, the most important
people and the friendships between them.
Well done!
To improve, you should concentrate on adding
quotes to your explanation.

7. ‘2 stars and a wish’ model
• Match ‘stars’ against success criteria
• Identify a ‘wish’ criterion that has not been
achieved and use it as a target for
improvement

8. Example:
Boris you have :
• set your working out correctly
• used the right formula
• To improve, remember to round up your
answers to two decimal places
e.g. 1.336 to 1.34

9. In this case, the
target was to use
capital letters for
names
Success Criteria

11. • Each page of written work is monitored by the
teacher and there will be evidence of this – for
Key Stage 3 and 4
• Key Stage 5 students have the responsibility to
organise their class work in an appropriate
fashion, but this will be monitored periodically
• Class work should also have written feedback,
including constructive remark and correction of
written expression (using the common marking
code)
Marking and Feedback Framework

12. Criteria for the monitoring of student
work:
• Completion
• Presentation
• Quality/accuracy
• Written expression

15. Common Marking Code for Written
English
• A raised level of literacy does have an impact
across the curriculum and a common marking
code can help achieve this.
• As part of a teacher’s regular marking, aspects
of written English should be corrected using
the common marking code.
• Teachers should make marking criteria clear
for students and should mark selectively.

16. Common Marking Code for Written
English
• Underline Sp - try this spelling again
• C - missing capital letters
• . , - missing full stops or commas
• // - mark in where paragraphs should be
• Λ - missing word
• VT - wrong verb tense used
• WW - wrong word used
• WO - word order is wrong
• EXP - rewrite this section to improve expression

19. Why is there such a difference
in the written expression?
• ‘it counts’
• ‘teacher looks at it’
• ‘we have to do it like that’

20. • Going through homework/class work with the
whole group is a valuable teaching strategy,
but self-assessment by students must be
monitored by the teacher when books are
taken in.
• Feedback must be legible and care should be
taken over presentation of comments etc.
Marking and Feedback Framework

21. Tone:
• Written feedback should be positive in order
to promote a positive response from the
students

22. Ownership
We aim for:
• A shared ownership of student books
• Personalised communication with students
through their books ( or coaching)

24. Homework
• Care must be taken to plan appropriate
homework tasks, which should be varied and
provide challenge
• Homework tasks should have clear learning
objectives, which are referred to when
formatively assessing and feeding back to
students.
• Appropriate tasks are typically familiarisation,
practice, consolidation.
• Opportunity should be provided to develop
personal learning and thinking skills (PLTS)

25. • Success criteria can be shared with students
when setting homework
• Students must be given the opportunity to
reflect on feedback and there should be an
expectation of students acting on formative
assessment
Homework

26. Homework routine
• Homework timetable should allow for the
routine collection of books

27. Presentation of student work
• Care must be taken will all written work and
there must be an expectation of work being
presented neatly
• All written work will include date and
underlined title
• No ‘tippex’ should be used on student work

28. • Writing should adhere to guidance on quality
of written expression
• Presentation should be monitored during
lessons and during the marking process
• High expectations should be reinforced using
the rewards and sanctions policy
Presentation of student work

29. • Departments should agree on a format for the
organisation of student books – date, title,
highlight notes or activities, homework at
front or back etc. and this should be
implemented consistently
Presentation of student work

30. Self-evaluation
• All points of this framework will be monitored
regularly as part of school self-evaluation
starting with Y7 to 10 in May/June 2013
• This must not involve retrospective marking