Unhelpful Marking
Eliminate the unnecessary workload around marking
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Dispel the false assumptions about marking:
– what Ofsted REALLY expect to see
– what government guidance says
– what the teacher standards say -
Adopt a “meaningful, manageable and motivating” perspective to marking*
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Have the confidence to reject decisions that increase burdens for staff
- * as described by the Independent Teacher Workload Review Group
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Description
The future of marking:
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Challenge the ‘false comfort’ of deep marking
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End the skewed dominance of written feedback
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Adopt an approach based on professional judgements
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Embed the principles of effective marking in your school:
– meaningful
– manageable
– motivating
A guide to changing practice – how to:
Employ a marking policy that varies by age group and subject
Get consistency from high standards, rather than unvarying practice
Avoid confusing quantity and quality
Evidence what actually improves outcomes in the long term
Encourage pupils to check their own work to increase work standards
Monitor pupil progress as a result of quality feedback
What you will gain from the day:
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Other ways to:
– demonstrate teacher performance
– feed back to parents
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Examine and evaluate feedback and marking approaches:-
– DIRT (Dedicated Improvement and Reflective Time)
– Comparative judgement
– Peer marking
– Self-assessment
brochures
Additional information
| Course Type | Leadership & Management |
|---|---|
| Job Title | |
| Key Stage | Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5 |
