Best Practice

In-class marking and feedback

Specialist Leader of Education, Adam Riches, proposes a strategy of in-class marking to drastically reduce workload while improving teacher feedback

One of the biggest pressures facing teachers is workload, a large proportion of which comes from marking and feeding back on work.

It’s a bugbear of mine that amazing classroom practitioners are leaving the profession because of the overwhelming marking workload from a seeming mountain of books and assessments. But what if I told you that you don’t need to mark books outside of lessons?

Let’s start with the basics. Marking and feedback is part and parcel of any teaching job, that’s a given. The issue, however, is that there are preconceived ideas regarding what makes good marking.

Every year, there is a fad that claims to reduce marking workload: verbal feedback stampers, marking codes and many, many more approaches are incorporated in an attempt to more easily facilitate the onslaught of book-based input from teachers.

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday


Already have an account? Sign in here