Our Assessment policy is underpinned by research by the Independent Teacher Workload Review Group (March 2017) and supports evidence from the Education Endowment Foundation (EEF) toolkit summary of research (April 2021).
Our Assessment Policy is based on the principles that marking is meaningful, manageable and motivating.
Meaningful: marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching.
Manageable: marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time-effectiveness of marking in relation to the overall workload of teachers.
Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective.
Who is involved:
Senior Leadership Team: Monitoring, evaluation and inset.
Class Teachers & Teaching Assistants: Giving a range of feedback in a variety of forms and used to model good practice.
Pupils: Self-assessment and marking, peer assessment and improving their own work through AfL.
For further information, please see our Feedback and Marking Policy.