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Marking and Feedback
Marking and Feedback
Pupils benefit from marking and feedback because they enable them to understand what to do next, and how to reach their learning goals. Feedback and marking are significant in motivating pupils to work hard, and are a central part of the celebration and rewards system at Rowde, too. We believe that feedback has the ability to unlock pupils potential and that used effectively, can lead to accelerated progress. We acknowledge that feedback comes in a variety of forms and should be a regular and integral part of every lesson.
Verbal Feedback
This is the most frequent form of feedback. It has immediacy and relevance and it leads to direct pupil action. Verbal feedback may well be directed to individuals or groups of pupils; these may or may not be planned for, but will be based on responsive teaching. Verbal feedback needs to be demarked within the books by the teacher or adult (using the symbol VF), changes and improvements should then be made, in purple pen, by the pupil as a result of this exchange. Teacher’s will use other pedagogical approaches to provide feedback within the lesson.
Pupil Marking
Pupils can mark their or their peers work with careful modelling and oversight from the teacher. Staff must be confident that when pupils provide feedback to each other, that it is accurate and has high impact. Peer/self marking is used most frequently when marking closed questions, particularly in mathematics, SPaG and Reading. Retrieval questions may also be self/peer marked so pupils receive instant feedback on how they have performed. Teachers need to review pupil marked work to pick up successes, weakness and misconceptions.
Marking of Books
Effective marking should be meaningful, manageable and motivating and the quantity of marking should not be confused with the quality of marking. Good marking is shown by what pupils learn as a result of the feedback from their teacher. It should be efficient yet purposeful, so that it does not steal time that would be better spent on lesson planning and preparation; neither should they result in an excessive workload for teachers. Marking will only be used when the teacher determines that it is the most effective and relevant type of feedback.
Response to Feedback (RTF)
After a learning episode or lesson, teachers assess the learning and plan a task in response to this. It may include examples from a range of pupils to illustrate high standards or common errors within the classes’ work. Teachers may use children’s work to model corrections to the class. It's purpose is to move learning forward and ensure the children deeply reflect on the work they have produced during the previous day. RTF should also cater for those children who can deepen their understanding if they have no further corrections.
For more information, please see our policy below.
