In a series of five articles, Adam Riches is looking at how we might simplify common classroom practice in order to make teaching and learning more effective. Part one looks at marking and feedback

Whether you are considering individual, department or whole-school marking and feedback approaches, the more simplified they are, the more effectively they can be applied.

Traditionally, “time-saving” approaches to marking and feedback have centred around the codification and delivery of the feedback, not on the processes of ascertaining the content of the feedback itself.

As such, these approaches have faded in and out of best practice showcases, and in and out of the classroom.

Often we save time by encoding the feedback, but exponential time and effort are then spent decoding the feedback on both the teacher’s and student’s part. In short, just because a teacher isn’t having to write as much in a book, doesn’t remotely improve the process.

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