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
- 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