ABSTRACT
Teachers highlighted the need to work on basic skills like dictionary work, in order for the greater focus on independence to translate into more effective feedback for children. Interviews and feedback throughout the project showed children had mixed views about marking, in much the same way that they had done with the research approach. Due to the differing needs and expectations across school it was decided that a ‘one size fits all’ approach would not be appropriate, so each year group was asked to review and reflect on the marking policy and its appropriateness for their children. Teachers were beginning to reflect on why children marked and how they could change their own practise to ensure feedback was meaningful. Teachers were given a journal and time was set aside at the beginning of each staff meeting to allow them to reflect on the project over the previous week and record any thoughts/positives/negatives.
