Q: How can we reduce teacher workload without affecting the quality of marking? A: Whole-class feedback

Windows into the Classroom
Author: Andrew Jones and Martyn Essery
Date:
A spiral of books all facing down.

References

  1. Christodoulou, D. (2018) Why whole-class feedback beats ‘vague written comments’. (Accessed: 2 October 2018)
  2. Copping, D. et al (2016). Eliminating Unnecessary Workload around Marking. London: Department for Education. (Accessed: 1 October, 2018)
  3. Elliott, V. et al (2016). A marked improvement: a review of the evidence of marking. Oxford: EEF/Oxford University.
  4. Enser, M (2017). Making a Fuss of Feedback. (Accessed: 1 October, 2018)
  5. Hattie, J., & Timperley, H. (2007). ‘The power of feedback/ in Review of Educational Research, 77(1), 81-112.
  6. Mrs Humanities (2017). Five Whole-Class Feedback Examples. (Accessed: 2 October 2018)
  7. Lemov, D. Reducing teacher workload by re-thing marking – the Michaela files, part 1. (Accessed: 2 October 2018)
  8. Kluger, A. N., & DeNisi, A. (1996). ‘The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory’ in Psychological Bulletin, 119(2), 254-284.
  9. Thornton, G. (2016). Marking Crib Sheet. (Accessed: 2 October 2018)