Marking for Improvement

Brompton Academy ‘Marking for Improvement’ procedures

‘Imagine what a difference it would make if all students knew what they were good at and knew what they needed to do to improve.’

Brompton Academy is committed to providing relevant and timely feedback to students both orally and in writing. Marking serves the purpose of valuing students’ learning, helping to diagnose misconceptions and areas of weakness as well as providing advice for improvement.

Effective marking should be:

·                Manageable by staff

·                Positive and motivating

·                At the student’s level of comprehension

·                Develop student’s self esteem through praise and valuing their achievement

·                Be written in legible handwriting

·                Be frequent and legible

·                Allow specific time for students to reflect and improve their work.

·                Support a dialogue between the teacher and student that aids progression.

·                Be consistent throughout the academy so that students have a clear understanding of teacher expectations.

Written formative feedback is a key driver in moving learning forward, and so this should be of the highest quality. The expectation is that students’ work is marked for improvement thoroughly every 2 weeks*. Although this does not mean that all of every student’s work is marked thoroughly, there should be evidence that the teacher has looked through all of the written work completed.

Every 2 weeks*, there should be written recognition of the strengths, areas for improvement and specific advice on how students can improve. This should be followed by the students being given time to respond to this advice, i.e. WWW (what went well….), EBI (even better if..), SR (student response….).

* Marking frequency depends on the number of lessons taught per week. If the teacher sees a class 3 or more times per week, then the teacher is expected to mark for improvement every 2 weeks. However, if teacher sees a class twice per week then the teacher is expected to mark for improvement every 3 weeks.

Phrase stems are often useful in helping students to develop an improved answer. Also remember that for those students who already have a clear understanding the EBI (even better if…) may be a question to extend understanding. 

Work should be marked by the teacher in green/purple pen.

Green pen ‘acknowledgement’ marking is required throughout the two/three week marking timeframe to reinforce learning, motivate students further and provide teachers with further details of progress.

Ongoing ‘acknowledgement’ marking is also expected.

Well-structured peer and self assessment should also feature at least once each in every 6/7 week term.

The feedback should include reference to developing literacy skills. However, it is not necessary to correct all spelling, punctuation and grammatical mistakes as this can be detrimental to the learning confidence of some students. When correcting literacy errors, the following shorthand should be used across the Academy:

P = Punctuation error, Sp = Spelling error, //= New paragraph needed, / = Space needed

^ = Missing Work                                                                                                                      


Reviewed October 2015: Philip Storey

Next review:  October 2018