How does your school measure up with its current feedback and marking approaches?
I believe ‘live marking’ is not enough for schools to reduce teacher workload, and I have evidence to back it up!
Traditional marking time and time again is reported as the number one reason for teacher workload; placing intensive time demands on teachers with a questionable impact on student learning.
Marking, or written feedback, has been see cornerstone of assessing student progress, and, over the last five years, there has been a shift towards ‘live marking‘ in class to reduce the burden of written marking.
But, is live marking enough to support student progress and reduce teacher workload?
This image contains the results from a survey I have posed to 15,000+ teachers, and I have been activiely tying to unpick marking headaches in schools for the last seven years.
I have something new for you to consider.
Why live marking isn’t enough?
Guide To Feedback proposes a shift towards a broader understanding of formative assessment, advocating nine approaches beyond traditional marking.
My research challenges school leaders to rethink these practices, show how we can move away from a reliance on written feedback, and why current approaches are not more effective in supporting progress or teacher workload.
How can teachers take ‘live marking’ one step forward?
Below is one of many practical strategies for implementing alternative assessment methods that can reduce teachers’ marking burden, enhancing the range of feedback that students receive. It encourages the integration of verbal and non-verbal feedback techniques that are often quicker to deliver, and can be more immediately impactful for students.
The resources inside the book also document how schools can evidence these approaches against school outcomes!
Is your school ready for this change?
A good exercise for teachers and school leaders to consider, is how you measure up to this resource show below.
- Can you populate all 9 boxes with a ‘marking and feedback’ technique?
- Can you name three marking techniques across the top row?
- If you provide verbal feedback, what is the technique called in row 2, box 4?
- Can you complete the table. If so, how do you demonstrate student outcomes?
Reflection questions for teachers:
- How might your current marking practices be adapted to include more verbal and non-verbal feedback?
- What are the potential challenges in shifting from traditional marking to these new methods?
- How can school leaders be supported to trust in less tangible forms of feedback?
- What training might teachers need to effectively implement these new strategies?
- How can the impact of these new assessment strategies be measured?
- What role does student feedback play in refining these new approaches?
- Can technology be leveraged to assist in the transition?
- How can these changes be communicated to parents and the wider school community?
- What are the risks of maintaining the status quo?
- How can these new methods enhance the overall teaching and learning environment?
If you need help, get in touch.
Guide To Feedback not only challenges the status quo, but also offers a path forwards for all schools, showcasing a shift in assessment strategies could rejuvenate both teaching practices and student outcomes.”
- Learn more about the book and its approaches.
- Main image: ChatGTP 4o
