ABSTRACT
Marking and feedback: it’s time consuming for every teacher. Whether you take work home or do it during the school day, assessing work and providing feedback takes times but there are ways to maximise feedback and reduce the time spend doing it. This chapter explores the challenges associated with marking and feedback in the current British education system whilst recognising the work being done Ofsted and the Department for Education to encourage schools to reduce workload. This chapter explores many ways to reduce the workload associated with marking and feedback by offering tried and tested suggestions such as live marking, verbal feedback, peer assessment and other ways to simplify summative and formative assessment that will still provide high-quality feedback. The chapter ends with snippets of insight from a range of teachers, school leaders and university professional from the world of EduTwitter; including the likes of Adrian Bethune, author of ‘Wellbeing in the Primary Classroom: A Practical Guide to Teaching Happiness’, Gill Rowland, Senior Lecturer at Canterbury Christ Church University and Andrew Cowley, Deputy Headteacher and author of ‘The Wellbeing Toolkit’
