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.

chapter 1|11 pages

Meaningful marking

ByFiona van Rooyen

chapter 2|9 pages

Mark now, not later

BySusan Simmons

chapter 3|8 pages

Marking smarter

ByGemma Goff, Rhian Richardson

chapter 4|13 pages

Dynamic feedback

Marking smarter in the classroom
ByNiki Phillips

chapter 5|11 pages

From marking to feedback

Developing a new whole-school approach
ByMichael Gorton

chapter 6|8 pages

Pupil self-assessment

Stress-free marking
ByMonica Swain

chapter 7|14 pages

Developing pupil self-assessment

ByGemma Coleman

chapter 8|12 pages

Making marking meaningful, motivating and manageable

ByRebecca Watson-Shardlow

chapter 9|11 pages

Marking conferences

Whole class, groups and individual
ByAmy Scott

chapter 10|11 pages

Using marking conferences to increase impact on learning

ByBecky Howard