The assessment of children is intrinsically linked to feedback and marking at St. John Fisher Catholic Voluntary Academy. Assessment at St John Fisher follows the principle that assessment information will only be accurate and valuable if it is the result of rich and immersive learning opportunities. Assessment removes the ceiling on attainment and supports children in making the next steps in their learning.

######### Aims

This policy sets out to ensure consistency in how feedback is provided to learning across the school. To ensure teacher time is used effectively to maximise the impact on children’s progress and that all children are supported to meet their potential. The main objective of marking and feedback is not to find fault, but to help children learn. If children's work is well matched to their abilities, then errors that need to be corrected will not be so numerous as to affect their self-esteem.

We mark children’s work and give feedback in order to:

- • that we value the children's work, and encourage them to value it too; • that we value the children's work, and encourage them to value it too;
- • expectations; • expectations;
- • the pupils' self-esteem, and raise aspirations, through use of praise and • the pupils' self-esteem, and raise aspirations, through use of praise and encouragement.
- • the children a clear general picture of how far they have come in their learning, • the children a clear general picture of how far they have come in their learning, and be specific on how they can improve their work in the future;
- • the children specific feedback on the extent to which they have met the lesson • the children specific feedback on the extent to which they have met the lesson objective, and/or the individual targets set for them;
- • self and peer assessment, whereby the children recognise areas for • self and peer assessment, whereby the children recognise areas for development, and are encouraged to accept guidance from others;
- • the children's understanding, and identify and correct any misconceptions; • the children's understanding, and identify and correct any misconceptions;
- • the on-going assessment which informs future lesson plans. • the on-going assessment which informs future lesson plans.
- • a basis both for summative and for formative assessment. • a basis both for summative and for formative assessment.

It is essential that at all times; marking is legible and free from any errors in spelling or grammar and punctuation so that it provides an excellent model for pupils.

Spellings should be corrected (according to the child’s level of ability). This should include the appropriate common exception words for that year group and any topic/RE words the teacher feel appropriate. The Foundation Stage children should write out a spelling correction once, in Key Stage 1 and 2, this should be three times.

######### Strategies

Effective marking and feedback can be undertaken in a variety of ways. This can depend on the task being marked, the age of the child and individual needs of the child.

It is vital that teachers evaluate the work that children undertake in lessons, and use information obtained from this to allow them to adjust their teaching. Feedback occurs at one of three common stages in the learning process: