Parkside School

Marking & Feedback

Marking & Feedback

Marking and Feedback at Parkside School is based upon the research evidence form the Education Endowment Foundation that highlights how marking and feedback can make a significant impact on a pupils progress.

Aim of marking and feedback

To enable pupils to improve.

Inform future planning, identifying successes and areas for development.

Create a of regular, personalised diagnostic feedback which will raise learners’ attainment and self-esteem.

Students will complete a minimum of 2 assessments per term.

  • Assessments will be synoptic, including knowledge from the current unit as well as relevant essential knowledge covered in previous units
  • After each assessment, Question Level Analysis follow up for staff and students will take place, including re-teaching and other strategies to address the gaps in learning.
  • Minimum of 2 (S) trengths / (T) argets will be stated on relevant questions on pupil assessments.
  • Correct / model answers will be shared to the class and pupils will correct answers from assessment.
  • Students will complete a Subject Learning Review, add relevant S / T from assessment, and complete relevant P4P (Purple for progress) follow up tasks.
  • Students will also complete challenge tasks where required

If a piece of assessment does not require use of a learning review sheet, the following S / T (Using green pen) methodology is applicable.

- Marking and feedback should be in line with expectation

- Staff will mark in green pen.

- Feedback must take the form of identifying;

1. STRENGTHS of the work (S in the margin)

Strengths will be specific, accurate and clear e.g. “It was good because you...” rather than just “correct”; compare what a learner is doing right now with what they have done wrong before e.g. “I can see you were focused on improving X as it is much better than last time’s Y…”

2. TARGETS - Specific areas for improvement – (T in margin)

The teacher will provide specific guidance on how to improve and not just tell students when they are wrong. e.g. scaffolded answers / sentence starters / a further challenge activity.

Where work is peer assessed, feedback will still be in the form of S and T with clear guidance given by the teacher in how to set strengths / targets

Marking and feedback follow up

Staff will provide a timely opportunity for learners to respond to this feedback, using Purple for Progress (P4P) – this will take place in the lesson immediately after marking has taken place.

- Poor presentation will be challenged

- Diagrams should be in pencil

- All dates and titles should be underlined

Marking codes

To support whole school literacy and to the following marking codes must be used to improve learners’ skills: 

S Strength

T Target

// New paragraph needed

Sp Incorrect spelling*

Gr Grammatical error

WW Wrong word

~ Unclear meaning

Ο  Punctuation error



*Spelling corrections should target key words and specialist terminology, especially linked to numeracy and literacy

- incorrect spelling of key words should be challenged and specific feedback / correction given, this must include modelling of the correct word and then a pupil task e.g. re write key word / paragraph etc


Marking and Feedback expectations during a unit of work.

Whilst students are working through a unit of work, they will receive a wide variety of feedback ranging from marked work as outlined above eg. with Strengths (S) and Targets (T) to self marking quizzes and self/peer assessed work. Specific information can be found on the curriculum pages for each subject.