ABSTRACT
A set of marking symbols had been devised by staff to be used during English lessons. These had been designed and produced to enable all pupils to become more involved with self-assessment. By continuing to promote and develop a consistent use of marking symbols, the intended outcome was to successfully reduce the amount of time teachers spent marking, without this having a negative impact on children’s progress. Undoubtedly the use of marking symbols has played a significant role in helping reduce teacher marking workload in English. More planned peer assessment opportunities would assist pupils in becoming more resilient and less dependent on teachers. Teacher intervention, during the project, was noticeably reduced as pupils became more adept and proficient in using marking symbols to progress their learning. Regular opportunities were also provided for pupils to participate in peer assessment exercises. This was intended to further develop children confidence in the assessment process.
