Impact Journal Logo

A case study on saving time: Effective marking and feedback in Geography

5 min read
George Davies-Craine, Dr Challoner's Grammar School, UK Marking and feedback is a contentious and debated issue in education. In many cases, it is a high-workload process with a low impact, often leading to students not understanding concepts better nor producing higher-quality work. The reasons for this are twofold: firstly, there is often a time gap between feedback and improvement, and secondly the least able are most in need of the feedback, which they are least likely to be able to interpret (Sherrington, 2017). Then there is the issue of time spent marking: sets of fully marked books are often seen as a traditional proxy for good teaching (Hendrick and Macpherson, 2017). The time spent acknowledging every piece of work through processes such as ‘tick and flick’ or by placing a generic comment on every piece of classwork can be better spent giving specific information to the student on how to improve their work. Therefore, in light of this, fewer pieces of work should be mark

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 free for trainee teachers and half price for NQTs) or log in if you're already a member.

    0 0 votes
    Please Rate this content
    Notify of
    Inline Feedbacks
    View all comments

    From this issue

    Impact Articles on the same themes

    Author(s): Bill Lucas