The Quality of Education at Thorpe St Andrew School and Sixth form was graded GOOD in our last inspection. Since the inspection we have continued to work on assessment in order that we continue to improve and develop this area.
At Thorpe St Andrew School and Sixth Form, our approach to assessment is guided by our core values of ASPIRE, RESPECT, and ENGAGE (ARE). We believe that assessment is not just about measuring progress but about empowering students—helping them take ownership of their learning, develop resilience, and strive for excellence.
To achieve this, we use formative assessment
, verbal feedback, retrieval practice, green pen marking, and targeted support for misconceptions,
ensuring that every student is equipped to succeed.
Formative assessment is a vital part of our teaching strategy. Unlike summative assessments, which measure learning at the end of a unit or term, formative assessment happens continuously to identify gaps, address misconceptions, support personalised learning, and encourage self-reflection.
✔️ Regular Low-Stakes Quizzing – Helping students consolidate learning and build confidence.
✔️ Live Verbal Feedback in Lessons – Providing immediate, targeted guidance to drive improvement.
✔️ Peer and Self-Assessment – Encouraging students to reflect on their work and take ownership of their progress.
✔️ Targeted Questioning – Challenging students to think critically and articulate their understanding.
✔️ Addressing Misconceptions Early – Ensuring students do not carry forward misunderstandings.
Through these strategies, students engage in their learning, respect the feedback process, and aspire to improve continuously.
At Thorpe St Andrew School and Sixth Form, we do not mark books in the traditional sense. Instead, we use verbal feedback, self-assessment, and DIRT (Dedicated Improvement and Reflection Time) to help students take responsibility for their learning.
Why We Don't Mark Books:
📌 EEF Research on Effective Feedback: The Education Endowment Foundation (EEF) highlights that the most effective feedback is immediate, specific, and actionable. Traditional book marking often delays feedback, meaning students do not engage with it meaningfully.
📌 Focusing on Progress: Instead of written comments in books, we ensure students engage with feedback in the moment, applying it to their work in real time rather than just reading comments passively.
📌 Addressing Misconceptions Promptly: Live feedback allows teachers to correct misunderstandings before they become embedded.
📌 Developing Independent Learners: By removing traditional written marking, we encourage students to actively engage with their own learning, rather than relying on a teacher’s comments to improve.
✅ Verbal Feedback – Real-time, personalised, and actionable guidance that supports learning.
✅ Self and Peer Assessment – Encouraging students to reflect on their work and understand how to improve.
✅ DIRT (Dedicated Improvement and Reflection Time) – Structured time in lessons where students respond to feedback using green pen marking.
EEF research shows that this approach boosts student progress by encouraging deeper reflection and independence, rather than passive receipt of teacher comments.
One of the most effective forms of feedback is verbal feedback, which allows teachers to support students in real time. By engaging in discussions, questioning, and modelling improvements, students receive instant, actionable feedback to guide their next steps.
💬 Why Verbal Feedback Matters:
Verbal feedback ensures that students do not just receive grades but understand how to improve their work and thinking.
To support deep and lasting learning, we use retrieval practice —a strategy that helps students recall and apply knowledge regularly. Research shows that retrieving information from memory strengthens long-term retention, improving both knowledge recall and application skills.
💬 How We Use Retrieval Practice:
Retrieval practice encourages students to engage with prior learning, helping them build confidence and fluency in their subjects.
A key part of our feedback approach is green pen marking, which encourages students to actively engage with their teacher’s feedback.
✏️ How Green Pen is Used in Lessons:
By using green pen marking and DIRT time, we ensure that assessment is not just about giving grades but about helping students improve through reflection and action.
As part of our commitment to high-quality assessment, we are proud to be involved in the Effective Formative Assessment (EFA) Project from 2022. This initiative supports teachers in refining assessment techniques to ensure the best outcomes for students. The project focuses on:
✔️ Embedding Research-Based Best Practices to improve formative assessment across all subjects.
✔️ Maximising the Impact of Feedback to ensure it is clear, meaningful, and actionable.
✔️ Developing Independent Learners by teaching students how to assess and improve their own work.
✔️ Ensuring Consistency Across the Curriculum so all students receive high-quality assessment and support.
✔️ Correcting Misconceptions Quickly to prevent gaps in understanding from developing.
By linking formative assessment to our ARE values, we ensure that every student is supported, challenged, and encouraged to reach their highest potential.
At Thorpe St Andrew School and Sixth Form, our assessment strategy ensures that students:
✅ ASPIRE – Set ambitious goals and continuously improve.
✅ RESPECT – Value feedback and take responsibility for their learning.
✅ ENGAGE – Participate actively in lessons and make the most of every opportunity to grow.
By using formative assessment, verbal feedback, retrieval practice, green pen marking, and a strong focus on addressing misconceptions, we create a culture where assessment is not just about grades—it’s about growth, reflection, and success.
