Source-based assessment
LAUNCH Humanities · Autumn 1 · Week 7 · 40 minutes
Today at a Glance
◆ Supported
Your answer and two errors marked, scribing permitted.
▲ Standard
Your answer and all four with criteria and repairs.
★ Stretch
All four with repairs, ranked by cost, and your own first fix.
Teacher Print Tools — Week 7
Arrival Task – Retrieving what the criteria ask
Four criteria: point stated, evidence quoted with origin, evidence explained, judgement reached.
Explaining means saying what the evidence shows, not repeating it in other words.
Arrival decision: Take the assessment paper and the criteria strip. Everyone works from the same two.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: No learner script is shown to the class. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Arrival, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “No learner script is shown to the class” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “No learner script is shown to the class” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “No learner script is shown to the class” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: A marked answer with four errors in it
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
- Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.
- Why: 🚪 SPACE , Space SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.
- 📣 VOICE 👥 AUDIENCE ⭐ INFLUENCE
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Starter: A marked answer with four errors in it
One answer, marked as though it met every criterion.
Marker note: “All four met. Full marks.”
Your job: the note is wrong. Four criteria are unmet, and each one is visible on the page.
You are not marking a person. The answer is written for this lesson and it is nobody work, which is why we can be direct about it.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: One answer, marked as though it met every criterion. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Starter, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “One answer, marked as though it met every criterion” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “One answer, marked as though it met every criterion” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “One answer, marked as though it met every criterion” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Reading an answer against the criteria
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
I Do: Reading an answer against the criteria
The diagram lists the four criteria down the left and, on the right, the commonest way each one is missed.
Modelled: criterion two. I find a quotation and look for its origin. There is none. Error found. Smallest repair: eight words naming who wrote it and when. The paragraph does not need rewriting.
We Do: Spot the error: four of them are planted
Paragraph 1: which criterion does it miss, and what is the smallest repair?
The quotation in paragraph 2: what is missing before it can count?
The final paragraph: is that a judgement, or a summary?
Spot first: spot the error and mark it on your copy with the criterion number, then correct the line in the margin. Everyone commits at the same time, then we hold up the copies together and compare.
Evidence check
We may not all find the same four. When we compare, we ask which criterion the marked line fails. A mark with a criterion behind it stands.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Paragraph 1: what is missing before it can count? In-lesson edit; structured verbal response; for full essays, deferred edit.
At We Do 1, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Paragraph 1: what is missing before it can count” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Paragraph 1: what is missing before it can count” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Paragraph 1: what is missing before it can count” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: What each error costs
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
I Do: What each error costs
The picture separates errors that cost a phrase from errors that cost a paragraph.
An answer with three cheap errors is usually closer to the standard than one with a single expensive one.
Ranked together: the missing origin is cheap. The missing judgement is expensive, because nothing in the answer can be reused to build it.
We Do: Which error costs most to repair?
Everyone writes a ranking on a whiteboard, then we hold them up at the same time.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Everyone writes a ranking on a whiteboard, then we hold them up at the same time. In-lesson edit; structured verbal response; for full essays, deferred edit.
At We Do 2, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Everyone writes a ranking on a whiteboard, then we hold them up at the same time” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Everyone writes a ranking on a whiteboard, then we hold them up at the same time” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Everyone writes a ranking on a whiteboard, then we hold them up at the same time” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: the paper and the marking
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Independent Work — Your record: the paper and the marking
Your record is your own answer plus your marking of the planted one. Both are assessed.
◆ Supported
Your answer, and two errors marked with criterion numbers. Scribing permitted.
▲ Standard
Your answer, all four errors marked with criteria and repairs.
★ Stretch
Your answer, all four with repairs, ranked by cost, and the one you would fix first in your own paper.
Check yourself: is every repair the smallest one that would meet the criterion?
Check yourself: did you check your own answer against the same four criteria?
⏸ Pens down — quick partner check!
Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.
WAGOLL — what a good one looks like
A finished mark: paragraph two, criterion two unmet, the quotation carries no origin. Smallest repair: name the writer and the year, eight words, no rewriting. Cost: cheap.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Your record is your own answer plus your marking of the planted one. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Independent, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Your record is your own answer plus your marking of the planted one” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Your record is your own answer plus your marking of the planted one” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Your record is your own answer plus your marking of the planted one” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Exit Ticket — Audience receives; influence changes something
Read one of your marks to a partner. They say back which criterion you meant.
Did they name a different criterion? Change the wording of your mark. That change is your influence.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read one of your marks to a partner. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Exit, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Read one of your marks to a partner” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one of your marks to a partner” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one of your marks to a partner” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.