Developing self-regulating learners: Embedding meaningful reflection in lessons
Written by: Frances Ashton
7 min read
Rehabilitating marking
A cursory online image-search under the word ‘marking’ reveals a sea of images that speaks volumes: frame after frame of tired, dejected and frustrated teachers slumped over mountainous piles of exercise books with no end in sight. Marking has always been the poor relation of teaching. Less creative than planning and less exciting than explaining the big ideas, it is a necessary but draining part of the job - complained about at length at tea stations in staffrooms up and down the country.
Aims and scope
In 2015, it was exactly these images and conversations we wanted to erase. We wanted to change the narrative around marking by moving our feedback policy forwards in line with emerging research, all whilst keeping a keen eye on staff wellbeing and the impact on workload. At this point, we still had quotas around frequency of marking per subject linked to how many hours they were taught. We still used review days and work scrutinies as part of our quality a
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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