The policy came to being from some key evidence drawn from the EEF research. It’s notable that none of this requires written feedback. Teachers can make a lot of more use of verbal and quick feedback that has an immediate impact on children’s learning. Consequently, our policy deliberately aims to give teachers the room to use the most effective forms of feedback, without insisting on the demands of written marking where it is unnecessary.
Our assessment cycle includes Pira and Puma assessments alongside teacher assessments. The Pira and Puma give teachers an opportunity to ‘quality assure’ and ‘triangulate’ their teacher assessments, but at the same time also enable children to learn how to respond to assessment questions in an assessment environment.
As part of the assessment and monitoring cycle, the senior leadership team conduct ‘learning conversations’ with teachers and children to assess learning over time. Learning conversations at Foxdell have proven to be a powerful tool to monitor teaching, learning and assessment and it’s impact has been far greater than just carrying out ‘lesson visits’.
The full policy is now available to download below