Best Practice

Case study: A marking & feedback revolution

A complete overhaul of the marking policy at Bedminster Down School has reduced workload and raised the quality of student feedback. Assistant head Megan Arnold explains

I have always had a suspicion in school that traditional marking policies were not benefiting students in the way they should.

Colleagues and I had concerns that the different ways in which we had been providing feedback were not only perceived poorly by the students but were potentially ineffective in ensuring progress.

We found that previous methods both undermined the purpose of marking and feedback and had a demoralising effect on the teachers who were spending three or more hours an evening doing it.

During October and November 2015, the Department for Education undertook the Workload Challenge to investigate the tasks perceived as causing the most unnecessary workload. In the top three was marking (53 per cent).

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