Marking and feedback of learning: Every Child takes Responsibility
Our core principle behind the purpose of marking is to share effective feedback to guide pupil learning and progress. A pupil must be actively involved and engaged in their learning progress, taught to take responsibility as they develop and grow – their learning must not be kept a ‘secret’ shared only between teachers and parents; a pupil must know what they have done well and what their next steps are, as soon as possible. We believe that this is best done via feedback that is purposeful, regular, clear and inspiring. Pupils are not expected to record in every lesson, indeed, it is not always effective as a learning tool, so when learning is recorded it must be for a purpose and the teacher is expected to study the outcomes with care.
National research has shown that the most effective feedback, especially at Primary School level, is verbal with the teacher in the role of expert sharing their knowledge clearly and concisely, checking that the pupil has grasped the teaching points and has had the opportunity to overcome any misconceptions. We therefore expect our teachers to maximise the effectiveness of feedback by selecting appropriate and consistent ways to ‘conference’ with a pupil (either individually or within a focus group) to ensure that face to face contact delivers successful teaching points that move the learning forward.
National research has shown that the most effective feedback, especially at Primary School level, is verbal with the teacher in the role of expert sharing their knowledge clearly and concisely, checking that the pupil has grasped the teaching points and has had the opportunity to overcome any misconceptions. We therefore expect our teachers to maximise the effectiveness of feedback by selecting appropriate and consistent ways to ‘conference’ with a pupil (either individually or within a focus group) to ensure that face to face contact delivers successful teaching points that move the learning forward.
