Time is something that teachers are notoriously hard-pressed for. Besides preparing for lessons, one of the most time-consuming tasks that teachers face is checking whether students have understood what they have learnt.
That may take the form of marking, but even just reading students’ responses can eat into PPA or even your own non-directed time – something none of us need.
Creating time is an impossibility, but what we can do is ensure that we are spending our time in lessons as effectively as possible to help reduce the burden of checking for understanding when we are outside of lessons.
Interestingly, Irons (2008) has highlighted the shortcomings of delayed feedback, drawing into question how traditional marking practices may be ineffectual for both students and teacher alike.
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