Effective marking: research and guidance
Effective marking can benefit your pupils and reduce staff workload. Read on for research from the DfE and EEF, and guidance from 1 of our experts on how to get it right.
Reduce teacher workload
Base your approach to marking and feedback on professional judgement.
- Meaningful: it 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, and think about how often and how deeply teachers mark
- Motivating: marking should help to motivate pupils to progress. This doesn’t mean writing in-depth comments or being universally positive
There’s little 'robust evidence' to support the use of extensive written comments when marking.
Remember that feedback can take many forms, including spoken or written marking, peer marking and self-assessment.
Read more in The Independent Teacher Workload Review Group’s report on eliminating unnecessary workload around marking.
Be strategic with marking
Mark careless mistakes differently to errors caused by misunderstanding Avoid giving grades for every piece of work, as pupils can end up focusing on