Effective feedback: Marking lean
Written By: Author(s): Tom Sherrington and Sara Stafford
1 min read
What's the idea?
For marking to be a useful practice, the emphasis should be on teachers doing less as students do – and, therefore, learn – more.
What does it mean?
Marking fulfills two main purposes:
To allow teachers to engage with students’ work so that they know how well they are doing and can plan accordingly.
To provide students with feedback so that they know how they can do better next time.
‘Marking lean’ is about delivering both of these outcomes in a way that reduces workload and increases impact on learning.
What are the implications for teachers?
You do not have to mark everything. Be selective and focus on the specific pieces of work that you would like students to improve on or respond to (see our Compact Guide on selective marking).
Do not mark old work; marking is only beneficial to students if they can remember the original task. If you have missed a few weeks, skip them and focus on giving immediate, formative feedback on recent work, wh
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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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