Marking Policy

1. Introduction
1. 1.1 The school marking policy aims to promote a consistent approach to marking across the curriculum. However, it is not considered practical nor productive for every subject to use identical marking procedures, although a common marking policy allows comparison of performance in different subjects.
2. 1.2 Subject departments must include information about their marking procedures in the department ARR policy, and make reference to the common marking policy.
2. Principles and Objectives

These concur in all respects with the relevant principles of the school ARR policy, and the objectives stated in the assessment section of that document.
3. Implementation: Marking Procedures
1. 3.1 For the purposes of this policy, marking refers to the process by which teachers assess the work undertaken by pupils and provide a written indication of how successful that work has been (see 3.4).
2. 3.2 It is recognised by the school that it may not be possible to mark all the work that pupils produce. However, it is important that the majority of work is monitored in some way and ideally at least once per teaching cycle. For example, written tasks can assess the quality of pupils' note-taking or research; pupils can give an oral report of their work; teachers can discuss pupils' work with them; pupils can mark their own work or each other's, following guidelines provided by the teacher.
3. 3.3 Pupils' work should be marked as accurately, thoroughly and as regularly as possible and should be diagnostic (see 3.5). Departments should decide on appropriate strategies suited to the nature of the subject and the learning stage being assessed.
4. 3.4 A variety of marking methods suited to the purpose should be used.
  1. Work may be ticked to indicate that it has been seen by the teacher and the task has been carried out in a satisfactory way.
  2. Work can be marked using a tick list or grid sheet of specific assessment criteria.
  3. Work may be annotated using symbols/abbreviations understood by the pupils.
  4. Comments may be written at intervals during the work and/or at the end.
  5. Work can be given a numerical mark or level, a percentage or a letter grade.
5. 3.5 The school recognises the value of accurate, thoughtful, and supportive written comments and encourages the use of them whenever possible. Such comments should be diagnostic and constructive, indicating strengths, weaknesses and ways to improve. Marking should be seen as assessment for learning. Comments should relate to the marks or grades given. Comments indicating progress should be made from time to time.
6. 3.6 It is essential that if there are any errors in the work marked, they should be indicated and that the teacher either rectifies the error or ensures that this is done by the pupil. If comments indicate other areas for concern, eg parts of work not done, the wrong work done, corrections/revision necessary, they should be followed up by pupils as soon as possible. If it is considered necessary, teachers can send letters home to inform parents when they require work to be re-done, or when work is missing. Subject departments should produce templates appropriate to each case. Alternatively, work can be done in school under supervision.
7. 3.7 Whatever marking procedures are adopted within subject departments, it is essential that pupils fully understand the criteria being used. The meaning of symbols/abbreviations should be explained and, in simple terms, what the levels, grades or marks indicate about their work. Whenever possible, guidelines as to how the work will be assessed and what the learning targets are, should be provided before the task is carried out, so that the marks and comments given will be more meaningful. Attainment and effort should be clearly distinguished in comments and when awarding marks. Presentation, spelling and written expression should be corrected and assessed where appropriate.
8. 3.8 It is important that there is consistency within departments about marking procedures and criteria and that regular moderation practices are carried out.
9. 3.9 It is expected that school marking procedures will be linked where possible to National Curriculum, GCSE, AS and A2 level assessment procedures and that departments will follow guidelines produced by the relevant public bodies.
10. 3.10 The results of marking should be recorded in the most appropriate way, for example: mark books/lists, checklists, teacher record cards/sheets. Department heads should set up electronic mark recording systems.
11. 3.11 School examination results are given as marks out of a hundred, and for years 7-10 a median mark is calculated in each subject for the year group or group of pupils taking the examination.
12. 3.12 School commendations are awarded to mark particular achievement in school work.
13. 3.13 Other points relating to the marking, assessment and recording of pupils' work are covered in the relevant sections of the school assessment, recording and reporting policy.