What marking strategies are we going to embed into our department policy?

Yes/No/Maybe?
Split the cards into 3 piles:
1. A Yespile: we are definitely going to embed this
2. A maybe pile: things that we might discuss further
3. A No pile: things we are definitely not going to include
Student work is only on one side of the book. The
other side can be used for teacher feedback, mark
schemes, peer/self-assessment, spellings, DIRT/
closing the gap activities

When completing independent work/ assessments

students will receive a dot in their margin. This
signifies to a student something can be changed/
improved/ needs correcting. Students have to work
out what this is and make changes.

Using marking codes (which we will display in

classrooms) such as:
Using double ticks where students have
EEv- Excellent evaluation
demonstrated excellent understanding or a skill
EEx- Excellent explanation
and where these are placed students have to write
EF- Excellent use of facts and figures
why this part of their work is good.
EIS- Excellent use of source
EL: Excellent link
When providing students with options for their work
Students create a sentence with words that have
(differentiated tasks) we get them to write Option
been spelt incorrectly or not used capital letters
1/2/3/4 in the margin to show this.
appropriately.
Every classroom has a display where all students have
Creating our own quality marking sticker/
a peg which is moved along a line showing their
assessment review sticker which includes a section
progress.
where students act on feedback
Using the word Now so students know where EBIs All KS3 assessment mark schemes have an area for
have to be acted on
self-assessment
Reduce content in SOW at KS3 so we can have
When using verbal feedback stamps students write
dedicated closing the gap lessons. E.g. a 16 lesson
next it the feedback they received.
topic will only have 13 lessons
When students peer/self-assess, they are given a list
of comments/targets to choose from. E.g. when
completing a piece of work comparing schools in
Marking plasters this is where stickers designed
Ghana and the UK students choose from the following
to look like plasters are printed with common EBI
comments:
feedback such as try to use facts and figures, tell
1. You have described some aspects of life in a school
me what the source doesnt tell you, make sure
in Ghana/ UK
you include a separate conclusion, remember to
2. You have included similarities/ differences
explain why this happens by using the word
between your life and school life in Ghana
because
3. You have explained if you think schools in Ghana is
better or worse than in the UK
When starting a new assessment the student sets
themselves a big target that they will work on
during the assessment. E.g. Using facts and figures in
work, including a conclusion, making sure all names
have capital letters. They will chose this big target
based on previous work
Purple assessment pens are permanently on tables so
they are an active and regular part of all lessons.

Students highlight a part of the work that they

dont understand. When marking this is the part
which is focused on.
At the end of lessons students regularly review
saying What they have learnt, how they have