Feedback and Marking
Teachers will provide formative feedback in lessons as Harris Lowe recognises this is one of the most effective strategies to maximise students' progress.
According to the latest research, there are a variety of ways in which feedback can be given including written and verbal feedback from the teacher, peers or the students themselves.
In line with our Harris Lowe Classroom Principles, formative assessment and feedback are an expectation in all lessons across the Academy. Feedback will always be given for GEM Tasks. A GEM task is a piece of work where a student is able to show their progress at a specific moment in the Scheme of Learning sequence.
Curriculum Areas will define the frequency of marking GEM Tasks in their subjects. This will be proportionate to the curriculum time allocated to the subject and on where these tasks suit best to maximise students' learning in their subject.
What does effective feedback look like?
Comments (not marks or grades, which are reserved for Summative Assessment Points) will be provided and should always be:
- focused on the learning not the student
- about the learning that should be going on, not only the presentation
- clear about what the student has achieved and what still needs further work to improve
- phrased so that the student can understand how s/he should respond
- phrased as targets or linked to targets already shared with the student.
- Any written feedback will require a student to respond and demonstrate understanding on how to improve
- Students must use green pen to check their work before it is submitted
What should happen after Feedback on a GEM is given?
- Work should be returned promptly to students
- Students should be given time in lessons to respond to teacher feedback. This could include doing corrections and / or redrafting parts of work. Teachers are not expected to provide written feedback on any DIRT tasks (triple marking)
How will this be monitored?
- Work scrutiny in departments and by Curriculum Area Leaders and SLT
- During Learning Walks
