How can teachers reduce their marking workload, and take whole-class feedback, one step further?
Is it possible, that a teacher can reduce their marking workload, as well as improve the quality of their feedback? This blog and video explain how...
I've been championing verbal feedback since 2014.
The more challenging the school, the crazier the marking...
Only last academic year, I published the Verbal Feedback Project (UCL, 2019) alongside Mark Quinn to provide a body of action research evidence provided by teachers, particularly those working in disadvantaged schools in England, where research typically
I am working at a school where a maroon go policy exists and is published on the website(!) in depth marking must take place 2x a week in both maths and English. The marking policy for other subjects varies around highlighting and checking off success criteria.
Your ideas on lessening the burden give me some hope.
How would one go about using WCF as you note in this clip – to assess say, a piece of writing in which children were asked to focus (in addition the basics) on passive voice, writing in clear sections and using direct quotes?
Your marking policy sounds outdated by a decade! Re. WCF, I’d target ‘groups’ rather than individuals as an option, considering who needs feedback, feed-up and feed-forward. It’s not easy, but little and often, as and when required is everything that epitomises teaching…
Thank you for reply – yesterday I tried a Google form, completed with voice typing , to merge onto a document to provide in depth individualised feedback. I had hoped for 1 min per book but was closer to 2 or thereabouts. This doesn’t bode so well for 30 pupils from September as 2 mins per book across maths and English is longer than I have available even at x2 per week.
I will try grouped feedback as a way provide some depth in a less time costly way. Maroon go policy was autocorrect – apologies – marking policy
The challenge for ALL teachers, no matter what you do, is how to optimise your work to meet the needs of 30 pupils or 25 lessons per week! There are many roads to Mecca; do what works, when, they adapt and change strategies as and when needed.