Making marking manageable in a secondary class

This case study is written by Jodie Lomax, a secondary school Religious Studies teacher.  As you read this case study, reflect on how the teacher has considered possible marking approaches before selecting and making use of one. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your own practice.    When I started teaching in 2010, dialogic marking was prevalent. Dialogic marking, otherwise known as ‘triple impact marking’, involves the teacher writing their feedback about the students work, followed by the student responding to the feedback. This dialogue was nicely finished off when the teacher then revisited that same piece of work and responded to the student’s response. The thought process behind this onerous and burdensome feedback strategy is that what the teacher has written on the student's work, should, in theory, improve the student's learning (Wiliam 2016).  Despite the conversa