“Has really helped me confirm how I need to address the marking policy”
Katherine Hyland, Assistant Head, St Anne’s Catholic School for Girls
- Do you want to adopt a “meaningful, manageable and motivating” perspective to marking?
- Do you need the confidence to be able to reject decisions that increase burdens for staff?
- Do you need a practical toolkit to reclaim your evenings?
Do you need other ways to:
- demonstrate teacher performance?
- feed back to parents?
Link marking and feedback with the learning process to ensure pupils’ understanding is being improved
Dispel the false assumptions about marking:
- What Ofsted REALLY expect to see
- What government guidance says
- What the teacher standards say
- Prepare for Ofsted’s latest work book inspections
- Clarify the Hattie meta-analysis research and its impact on effective teaching
Upgrade your marking and feedback to ensure all pupils:
- make rapid progress
- deepen learning
- know how to improve
- are engaged
Marking smarter, not harder: plans to reduce marking time
- Create a meaningful “marking dialogue” to produce real and lasting change
- Develop a consistent approach to marking
- Personalise learning through differentiated and qualitative feedback
Examine and evaluate feedback and marking approaches:
- DIRT (Dedicated Improvement and Reflective Time)
- Comparative judgement
- Peer marking
If your current approach is unmanageable or disproportionate, stop it and adopt an approach that considers exactly what the marking needs to achieve for pupils
Teacher Workload Review, 2016