This case study is written by Amy Forrester, a secondary school teacher and a Director of Pastoral Care.
As you read this case study, reflect on how the teacher uses various marking approaches to ease their workload. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your own practice.
Early in my career, I made a lot of mistakes with marking. I would spend hours laboriously filling students’ books with individualised comments. Everything would be triple marked. I would, without fail, be left deflated when I returned the books to students. Why hadn’t it made them do better? Still, at least I had worked hard for them – it would make a difference.
The sad truth was that I was suffering from the sunken cost fallacy, a mistaken belief that if I wrote enough, and spent enough time on it, students would do better as a result.
We know that marking does have a significant role to play in enhancing s
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