1st Edition

Reducing Teachers' Marking Workload and Developing Pupils' Learning
How to Create More Impact with Less Marking

ISBN 9780367197933
Published December 1, 2019 by Routledge
132 Pages 6 B/W Illustrations

USD $23.95

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Book 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


List of Contributors


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


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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.