At Katherine Warington we aim to provide feedback that has a real impact on learning.
- We see feedback as incorporating all the different ways in which students (and any other interested parties) receive updates on the effort and/or progress they are making on their learning.
- We believe that all feedback should be effective in either improving learning or celebrating successes, otherwise it is not worth the time taken to give it.
- Our focus for feedback is on learning (which has been defined by cognitive psychology to be an alteration in long-term memory) rather than performance (which is a temporary fluctuation in knowledge which can be observed and measured during and immediately after acquisition).
Our feedback model has three key areas:
This covers ‘assessment for learning’, though we prefer the term responsive teaching. It is about our teachers carefully planning well sequenced lessons with clear objectives. It is about them taking time to plan for cognitive load and the right questions to check understanding, so they can adapt delivery and ensure students’ secure knowledge. Our students engage in regular low stakes quizzes, use knowledge organisers across all subjects, and regularly reflect on their understanding and effort.
Some might call this a ‘marking policy’, at Katherine Warington it’s a cycle that runs every eight lessons, where we review students’ work. We apply a literacy marking code to some work, and always note an effort grade but our real focus is on what we do next. We use the review as a springboard to plan actions that will improve learning. What these resulting actions look like varies based on the subject and the students’ needs.
This covers our tracking, assessments and reports. At key stage three we outline the core expected knowledge for each unit in each subject across our curriculum, then we measure progress against that. Formal summative assessment occurs once a year, at the end of the spring term, the primary focus of this is to identify any gaps in learning that can be filled during the summer term. We report to parents three times a year, with a real focus on effort.