LHS Year 10 Info Booklet

Teaching & Learning: Marking and Assessment at LHS
The purpose and value of marking and assessment:
To support Litherland High School’s drive for outstanding learning and teaching.
To acknowledge the link between quality marking and excellent standards of attainment and
achievement.
To celebrate success.
To support student progress and independent learning.
To inform future planning, monitoring and appropriate intervention.
To indicate to students and their parents/carers how well they are progressing towards their target
and what they need to do to improve.
To assist students when preparing for public examinations.
Formative Assessment:
Formative assessment is an integral part of teaching and learning. It does not contribute to the final mark
given for the module; instead it contributes to learning through providing feedback. It should indicate what
is good about a piece of work and why this is good; it should also indicate what is not so good and how
the work could be improved. Effective formative feedback will affect what the student and the teacher do
next.
Summative Assessment:
Summative assessment demonstrates the extent of a student's success in meeting the assessment criteria
used to gauge the intended learning outcomes of a unit of work or programme of study and which
contributes to the final mark given for the unit. It is normally, though not always, used at the end of a unit
of teaching. Summative assessment is used to quantify achievement, to reward achievement and to
provide purposeful data.
High quality feedback consist of:
Written feedback on written work.
One to one conversations.
Individual and whole class verbal feedback.
Peer and self-assessment evaluations structured by teachers.
All teachers at Litherland High School should provide feedback that:
Is encouraging and constructive.
Supports students in the ‘next steps’ of their progress.
Is relevant to the learning objectives and success criteria.
Is explicit.
Makes comments directed as questions/ prompts to stimulate students to respond.
Allows students sufficient time to act on feedback.
Includes a balance of discussion and written comments.
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