ABSTRACT
A teacher survey regarding their weekly marking workload had identified that there was a wide range of time spent on marking, from three–18 hours. When an opportunity to be involved in the National College for Teaching and Leadership’s-funded ‘Marking Workload’ research project arose, it seemed to be an ideal time to review the implementation of our new policy and measure the impact of live marking on teacher workload and pupil progress. Teachers felt that the impact on learning was instantaneous, and as a consequence, rewarding from a teacher’s perspective. Presentation has been a focus across all classes, with high expectations placed on handwriting. All pupils completed an initial and final questionnaire which explored their attitudes to, and understanding of, the marking process. These were delivered by the class teacher. Some pupils said that the teacher writing on the text, or them editing it, interfered with presentation – and there were a few negative comments on the quality of teachers’ handwriting.
