Best Practice

New approaches to student feedback

Case studies (assessment) Marking & Feedback
As schools realise that forcing teachers to produce reams of written feedback for students is often counterproductive, assessment strategies are starting to change. Jemma Sherwood looks at the research and discusses how her approach has shifted

I have been banging the drum on marking and feedback recently, as loudly as I can from my little corner of the world, because it is causing a huge problem.

In 2014, the Department for Education (DfE) released the results of their Teacher Workload Survey, which confirmed that both marking and data input were among the most burdensome tasks teachers faced – in fact, 53 per cent of respondents said their marking load was burdensome.

As a result of this research, three reports were then produced by three DfE-commissioned expert working groups, one of which was Eliminating Unnecessary Workload Around Marking (March 2016).

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