Weekly Teaching and Learning Email - Written Student Feedback

Dear Colleagues,

My apologies for the delay in sending out the weekly teaching and learning email, I was waiting for the publication of the inserted report from the Education Endowment Foundation, “A Marked Improvement”.  With the upcoming inset on Thursday this could be a good starting point to review departmental marking policies and ways to mark smarter.  One of the main findings of the report was that the burden of marking has grown as teachers highlight errors, then comment on possible improvements and then add future targets.  Each increases the time required to mark just one piece of student work.  This review looks to streamline that process by discussing the most effective marking strategies, however, there is no magic bullet, and each department can discuss the most effective for their needs.

From the review:

“The review examines existing British and international evidence on marking. The evidence is presented in seven chapters, with further details of the research considered in each section in the references at the end:

1. Grading 2. Corrections 3. Thoroughness 4. Pupil responses 5. Creating a dialogue 6. Targets 7. Frequency and speed.

How to use this review

We recognise that teachers are regularly reviewing their marking approaches and engaging in professional conversations with colleagues around best practice. This review aims to provide information and stimulus to support an informed discussion about marking within and between schools. Each section defines an aspect of marking and summarises the existing evidence related to it, as well as highlighting particular areas where there is a need for more research. In addition, a consideration of workload is presented and three or four discussion questions are provided. The review might be used in three ways:

• To check where assumptions underpinning decisions about marking are supported by evidence and to be clear where they are not

• To encourage a discussion of the multiple trade-offs involved in many decisions about marking. Trade-offs might relate to workload, but also relate to other areas, such as the amount of work undertaken by the teacher versus the student, and the speed with which marking is completed versus how detailed feedback is

• To provide information about the wide range of marking strategies that have been studied or used in schools to support further innovation and evaluation.”

I hope this can help reduce the time needed for marking while also improving student attainment.  If anyone has any suggestions or ideas please comment below or email me directly.

Best regards,

Neil