Reducing Teachers' Marking Workload and Developing Pupils' Learning: How to Create More Impact with Less Marking, 1st Edition (Paperback) book cover

Reducing Teachers' Marking Workload and Developing Pupils' Learning

How to Create More Impact with Less Marking, 1st Edition

Edited by Gill Richards, Rhian Richardson

Routledge

144 pages | 6 B/W Illus.

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pub: 2019-12-12
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Description

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

Acknowledgements

List of Contributors

Introduction

Gill Richards and Rhian Richardson

Chapter 1 Meaningful Marking

Fiona van Rooyen

Chapter 2 Mark Now, Not Later

Susan Simmons

Chapter 3 Marking Smarter

Gemma Goff and Rhian Richardson

Chapter 4 Dynamic Feedback: Marking Smarter in the Classroom

Niki Phillips

Chapter 5 From Marking to Feedback: Developing a New Whole-School Approach

Michael Gorton

Chapter 6 Pupil Self-Assessment: Stress-Free Marking

Monica Swain

Chapter 7 Developing Pupil Self-Assessment

Gemma Coleman

Chapter 8 Making Marking Meaningful, Motivating and Manageable

Rebecca Watson Shardlow

Chapter 9 Marking Conferences: Whole Class, Groups and Individual

Amy Scott

Chapter 10 Using Marking Conferences to Increase Impact on Learning

Becky Howard

Index

About the Editors

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.

About the Series

A View into the Classroom

Teachers' Research into Effective Practice

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.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General