ABSTRACT
Every teacher participating in the National College for Teaching and Leadership’s Marking Workload research project was given a research journal to log any notes about how the strategies were developing in their classrooms. Marking and feedback should be consistent with assessment policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning. All staff agreed extended writing and problem-solving strategies needed more in-depth feedback after the lesson, and that comments were required on occasion, especially to give positive praise. Teachers also found they needed to focus on more than one group in the lesson. The evidence showed that a more dynamic approach to feedback was effective; not only in reducing workload, but also in ensuring more pupils made progress and were further supported or challenged within a session.
