Feedback and Marking at Grange
Pupil feedback makes the biggest positive difference in supporting learning and helping children make the best possible progress. Feedback comes in varieties of forms: verbal conferencing, pupil self and peer assessment, next steps and responding to teacher’s comments. At Grange we focus our feedback on pupil progress, effort and determination. We provide our children with next learning steps, learning questions or challenges linked to the learning objective.
“The most powerful single modification that enhances achievement is feedback. The simplest perception for improving education must be ‘dollops of feedback”
Professor John Hattie (Influences on Student Learning)
The research of eminent educationalists such as Dylan William, Paul Black (Inside the Black Box), Shirley Clarke and John Hattie highlight the fact that formative assessment (assessment for learning) plays a fundamental role in ensuring pupils make good progress, therefore raising standards.
This guide is an integral part of our Marking and Feedback Policy (see below) and is designed to offer practical advice for teachers at Grange School in creating a positive assessment for learning for learning culture at our school. It is intended to be used alongside the school marking policy to ensure everybody understands how to make it happen in their classrooms.
Our five key inspection judgements were marked as follows: