There is remarkably little high-quality, relevant research evidence to suggest that detailed or extensive marking has any significant impact on pupils’ learning.
Sean Harford, 2016 Since Hattie’s (2009) review of effect sizes on student outcomes, with feedback (0.73) in the top 10, marking has begun to receive greater attention from teachers and policymakers. However, written marking is only one form of feedback and possibly not the most time efficient one. In the below diagram, from the Education Endowment Foundation (EEF, 2016, p. 6), the place of written marking is shown within a wider context of feedback along two dimensions. Notwithstanding, marking continues to dominate teachers’ lives. More than two thirds (68%) of UK teachers said the amount of time they spent marking, negatively affected classroom time with pupils (TES, 2016). The DfE Marking Policy Review Group (2016) found that providing written feedback on pupils’ work had become ‘unnecessarily burde
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
