ABSTRACT
On average, teachers were spending ten hours a week marking books, taking piles of books home daily. Teachers focused on ‘working the room’ and ‘marking in the moment’, giving verbal feedback to two or three groups of children, and identifying misconceptions during the lesson. A ‘Pupil Comment’ box was placed in each classroom to gather the children’s views of the new feedback strategy. They had regular opportunities to reflect on the new marking approach. Staff felt that they were very much marking for the Senior Leadership Team’s half-termly book scrutiny, and change was needed to make feedback more manageable for teachers and meaningful for the children. Teachers to lessen their marking workload, without impacting on the children’s progress. Teachers dropped in to see the school’s ‘Marking Workload Project Research Champion’ for either clarification or a quick discussion about how things were going.
