Guidance: Feedback and marking: reducing teacher workload

Updated: Added documents '2. Handout: summary sheet to accompany workshop' and '5. Practical tools: example of a feedback policy (secondary school)'. Added latest version of document '1. Feedback and marking: workshop', and updated 'What works in schools' section.

School leaders and teachers have prepared these materials to help reduce marking workload.

You can run the workshop as a school activity or in teams, and adapt the example feedback policies for use in your school(s).

Read the case studies to see what techniques other schools have been using for feedback and marking.

The document ‘Ways to reduce workload in your school’ also includes a section on reducing marking workload.

Our 3-stage guide to reducing workload in your school explains how to use the workload toolkit.

These materials are part of stage 2. Stage 1 contains tools to help you carry out a workload audit, and stage 3 contains tools to help schools evaluate the impact of changes after a workload review.

Related guidance Eliminating unnecessary workload around marking Education Endowment Foundation: ‘A marked improvement – a review of the evidence on written marking’ What works in schools Barr Beacon School reviewed their feedback policy so pupils could answer two questions: ‘what am I doing well in this subject?’ and ‘what do I need to do to improve my work in this subject?’ (secondary school in Walsall with approximately 1,500 pupils) City of Norwich School used curriculum area development time to reduce workload when marking and planning (secondary school in Norwich with approximately 1,590 pupils) East Whitby Academy reviewed their assessment practice (primary school in north Yorkshire with approximately 220 pupils) Huntington School implemented a new short feedback policy with basic principles for departments to adapt (secondary school in York with approximately 1,470 pupils) Plantsbrook School piloted a new marking strategy for high quality feedback (secondary school in Birmingham with approximately 1,320 pupils) Reach Academy Feltham streamlined marking practice (primary and secondary school in Hounslow with approximately 760 pupils) Reinwood Junior School reviewed their feedback policy so it was manageable, motivating and meaningful (primary school in Kirklees with approximately 410 pupils) Shaw Primary Academy implemented a new marking system that allows teachers to check every book quickly and efficiently (primary school in Essex with approximately 450 pupils) Shireland Collegiate Academy used video to provide more effective feedback (secondary school in the West Midlands with approximately 1,170 pupils) Southwark Teaching School Alliance replaced written feedback with verbal feedback and peer or self-assessment (4 primary schools in Southwark Teaching School Alliance participated) St Matthias School reduced workload when marking by analysing work for common errors and misunderstandings and using these as the basis for teaching in the next lesson (primary school in London with approximately 180 pupils) Westfield Community School reviewed their marking practices (primary school in Wigan with approximately 440 pupils) With Others We Succeed (WOWS), a school improvement consortium of 18 primary schools in Greater Manchester, used the recommendations from the review group on marking to reduce workload Acknowledgements

We would like to thank all the staff in schools who contributed their time to write and share practical examples and case studies.

Local copy of Feedback_and_Marking_Workshop_March_2019.pptx
Local copy of Reducing_workload_feedback_and_marking_workshop_final.pdf
Local copy of ii._Example_feedback_policy_-_primary_school.docx
Local copy of iii._Example_feedback_policy_-_secondary_school.docx
Local copy of Case_study_Godmanchester_community_academy_feedback_policy.pdf

seen at 02:35, 15 March in Publications on GOV.UK.
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