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:
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.
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
With the current focus on ‘evidence-based practice’ within education settings and the growth of meaningful research activity in schools, all teachers increasingly need to become ‘research literate’. A View Into the Classroom is a unique series which offers easy access to education research for a wide range of teachers who want to understand more about issues that interest and challenge them. Written by and for practitioners and supported throughout with real-life case studies of success, books in this series will help any teacher gain insight into manageable research processes so that they can incorporate them into their own professional activities, enabling them to become more effective and more productive in the classroom, and with greater impact on their students.