Based on a ground-breaking Department of Education-funded project and written by experienced teachers and educational practitioners, Reducing Teachers' Marking Workload and Developing Pupils' Learning shares strategies for reducing marking workload without compromising the quality of feedback pupils receive.
This book presents a range of marking strategies, describing the process of trialling, testing and evaluating the impact which is relevant to any classroom. The strategies included in this book, proven to be immediately effective in schools, include:
- Advice on how to ensure feedback is meaningful for pupils
- The benefits of self-assessment and developing this in the classroom
- Marking for individuals, groups and whole classes
Written for teachers by teachers, Reducing Teachers' Marking Workload and Developing Pupils' Learning is a valuable resource for teachers, educators and student teachers looking to develop their professional practice, demystify education research and make the impact of their marking and feedback hugely more effective.
Table of Contents
List of Contributors
Gill Richards and Rhian Richardson
Chapter 1 Meaningful Marking
Fiona van Rooyen
Chapter 2 Mark Now, Not Later
Chapter 3 Marking Smarter
Gemma Goff and Rhian Richardson
Chapter 4 Dynamic Feedback: Marking Smarter in the Classroom
Chapter 5 From Marking to Feedback: Developing a New Whole-School Approach
Chapter 6 Pupil Self-Assessment: Stress-Free Marking
Chapter 7 Developing Pupil Self-Assessment
Chapter 8 Making Marking Meaningful, Motivating and Manageable
Rebecca Watson Shardlow
Chapter 9 Marking Conferences: Whole Class, Groups and Individual
Chapter 10 Using Marking Conferences to Increase Impact on Learning
Gill Richards is Emeritus Professor of Special Education, Equity and Inclusion at Nottingham Trent University, UK.
Rhian Richardson has been a primary teacher since 2000 working in the Midlands, predominantly teaching in Year 6, and is the Research Lead for her Teaching School Alliance.