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Last reviewed on 4 May 2018
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Effective marking can benefit your pupils and improve staff workload. Read on for research from the DfE and EEF and guidance from one of our experts on how to get it right.

Research

Workload challenge report

The Independent Teacher Workload Review Group published a report following the Department for Education’s (DfE’s) workload challenge.

The section on marking says you should make marking:

  • Meaningful: marking should vary by age group, subject and what works best for the pupil and teacher
  • Manageable: marking practice should be proportionate. Bear in mind the impact on teacher workload, when you think about how often and how deeply teachers mark
  • Motivating: marking should help to motivate pupils to progress. Don't assume this means writing in-depth comments or being universally positive

The report explains that there is little “robust evidence” to support the use of extensive written comments when marking.

It suggests your approach to marking and feedback should be based on professional judgement, and that feedback can take many forms, including spoken or written marking, peer marking and self-assessment.

Reducing teacher workload: marking policy review group report, GOV.UK – DfE, see pages 8-10

The EEF's review of

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