You are here:

Case study: reducing marking workload without compromising on pupil outcomes

Ref: 33930
Last updated on 8 September 2017
School types: All · School phases: Primary
In-depth article
Headteacher Clare Sealy felt that her school’s marking policy was placing a huge burden on her teachers, and might not be based on evidence. In 2016 she banned written marking in her school and made feedback and pupil self-assessment part of every lesson. This is how she did it, and how you can too.

Article tools

Contents

  1. 1 Why the change?
  2. 2 The new approach to marking writing
  3. 3 The new approach to marking maths
  4. 4 Trial period
  5. 5 Revising the approach
  6. 6 Providing support to staff
  7. 7 Impact
  8. 8 Could this work in your school?

Article features

  • 7 external links

More from The Key

The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Accordingly, we will not be held liable for any use of or reliance placed on this article's content or the links or downloads it provides. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence.