Guidance: Feedback and marking: reducing teacher workload
adapt the example feedback policies for use in your school(s).
Read the case studies below to see what techniques other schools have been using for feedback and marking.
Our 3-stage guide to ‘Reducing workload in your school’’ explains how to use the workload toolkit.
These materials are part of stage 2. Stage 1 contains tools to help you carry out a workload audit, and stage 3 contains tools to help schools evaluate the impact of changes after a workload review.
Related guidance
- Eliminating unnecessary workload around marking
- Education Endowment Foundation – ‘ A marked improvement – a review of the evidence on written marking’
What works in schools
- Replacing written feedback in schools
- Reviewing feedback and marking in schools
- ‘Mark however you think best’: a year in the life of a meaningful and motivating marking policy change
- Using curriculum area development time to reduce teacher workload
- Making marking work: Marking and feedback at Reinwood Junior School
- Making marking intelligent: feedback policy at Huntington School
- High expectations and continuous reflection
- Assessment practice at East Whitby Community Primary School
- Trialling new marking strategies
- A whole new marking system
- More effective feedback using video
- Planning, preparation and assessment – the key to eliminating unnecessary workload around marking
Acknowledgements
Thank you to Kensington Primary School, London, Southwark Teaching School Alliance, London, the WOWS (With Others We Succeed) Consortium, Wigan and St Joseph’s School, Bolton for sharing their work and to all the schools who have contributed their time to share their practical examples in the case studies found above.
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