Staff info booklet Teaching and Learning at JCS

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Assessment and Feedback Procedures The ‘Eliminating unnecessary workload around marking’ Report of the Independent Teacher Workload Review Group (March 2016), made clear recommendations to schools and Ofsted with regards to assessment, marking and feedback. The summary of their report outlined that all marking should be: ●Meaningful: marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. ●Manageable: marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time-effectiveness of marking in relation to the overall workload of teachers. ●Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. Don’t do more work than the pupils. Peer/self assessment: Pupil assessment is an important part of metacognition development. If done well, pupils can reflect on their learning and make good progress. Most pupils will be used to doing this at primary school - capitalise on this in Year 7 and ensure that Year 7 teachers are using this a part of their practice. MAD time: This form of assessment is useful because it offers a range of strategies that allows individualised self reflection to take place. It is important that teachers use MAD time to not only allow for pupil reflection time, but also to make marking more manageable. With both of these strategies, it is important not to fall into the trap of marking again once you have looked at the work: ‘Accepting work that pupils have not checked sufficiently and then providing extensive feedback detracts from pupils’ responsibility for their own learning, particularly in editing and drafting skills. Pupils should be taught and encouraged to check their own work by understanding the success criteria, presented in an age appropriate way, so that they complete work to the highest standard.’
Formative Assessment How do we incorporate the 3’M’s’? Formative: This involves teachers using evidence of pupils’ understanding and learning to make decisions, minute-by-minute and day-by-day, about the next steps in teaching and learning. This evidence could also be used when planning lessons or differentiating activities for individual pupils. When assessing formatively, the feedback given by teachers moves learners forward. Students are developed to be owners of their own learning and support each other to progress. What ❏Feedback that enables students to make progress, that without it, they would not have achieved Why ❏Encourage progress in skills, knowledge or understanding ❏Build confidence and therefore resilience to difficult challenges ❏To promote ownership of work - with good formative feedback, students are responsible for their own learning and progress. ❏Opportunity to use therapy to address gaps in knowledge or skills How ❏‘Not yet’ is used to encourage students to be persevere with learning ❏Written feedback in books to enable progress ❏Verbal feedback (including questioning) ❏Peer feedback ❏Walking Talking Mocks When ❏Every lesson - written or verbal ❏In depth feedback in books (min. once a half term) ❏On individual basis due to need Who ❏All students through self and peer assessment ❏All staff (Teachers/LSA/HLTA/Learning Mentor/Inclusion Manager/HOY)
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Staff info booklet Teaching and Learning at JCS

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