Caroline Locke, Second in Charge of Mathematics, Haberdasher's Aske's Crayford Academy, UK
The issue of marking and feedback impacts every teacher. The Department for Education’s 2014 ‘Workload challenge’ survey (DfE, 2014) found that the amount of marking that teachers were required to do was considered excessive by 53 per cent of responding teachers, and 32 per cent said that a modification of the marking load would be a viable solution to their workload issues. The DfE report (2014) found that it was the excessive detail required in marking that teachers found unmanageable. In the years since, there has been a growing movement of teachers on social media sharing examples of feedback systems that might help to save time and reduce workload. Whole-class feedback has the potential to reduce time spent in marking, and may have a positive impact on students’ willingness to engage with feedback compared to individual comments. As Tough (2016) reports of an experiment by Cohen
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